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.Getzel, Elizabeth Evans; Tindall, Lloyd W.Strategies for Developing a Coordinated VocationalAssessment Process for Youth. A Compilation of Ideasand Resources fOr the Service Delivery Areas underthe Job Training Partnership Act.Wisconsin Univ., Madison. Wisconsin VocationalStudies Center.Governor's Employment and Training Office, Madison,Wis.Mar 83G4AD-83-971141p.Wigconsin VOCational Studies Center, PublicationsUnit, 964 Educational Sciences Bldg., 1025 WestJohnson Street, Madison, WI 53706. .
Guides Non-Classroom Use (055)
MF01/PC06 Plus Postage.Adolescents; Adult Education; BusinessResponsibilityr Community Planning; *CooperativePlanning; Cooperative Programs; *Delivery Systems;*Disadvantaged Youth; Employment Programs; JobPlacement; Job Training; *Program Development;Statewide Planning; *Vocational EvaluationJob Training Partnership Act 1982; *Wisconsin YouthInitiative
ABSTRACTThe Job Training Partnership Act requires that
private nd public sectors work together to create a service delivery
. system that meetg the needs of disadvantaged youth and the needs of,\astate's work force in its business and industry. This manual, basedOn a Wisconsin Youth InitiVtive program at five pilot sites in thatstate, is intended to provide a better understanding of the role ofassessment in the service delivery system in order to assist in localplanning activities. The manual.is organized into five sections. .
After.the intrOduction which describes the Wisconsin project as wellas the purposes and use of the manual, the second section describestechnical assisthnce activities inLtiated by the Wisconsin Governor'sEmployment and Training Office. This information provides background
on how some of'the resources and materials were presented to thelocal areas. Section 3 describes the steps in planning a Coordinatedassessment process.These steps are outlined along with specificexamples of how local management forums developed in their settingsas a means to illuslhate how local communities worked to design ascoordinated assessment process. Finally, sections 4 and 5 offeradditional materials and resources: an annotated bibliography, localmanagement forum membership lists and by-laws, and descriptions Ofselected vocationar assessment instruments..(KC)
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*.4
Strategies for Developing a Coordinated Vocational
Assessment Process for Youth
A Compilation of Ideas and Resources for the Service Delivery Areas
Under the.Job Training Partnership Act
- Funded by
The Governor's Employment.and Training Office
Elizabeth Evans GetzelProject Director
Lloyd W. Tindall
March, 1983
I .fhe Vocatiohal Studies Center
University of Wisconsin - Madison
'Merle E. Strong, Director Roger Lambert, Associate Director .
DEPARTMENT OF EDUCATIONN IONAI IN$TITUTE OF EDUCATION
f DCATIoNj1 RESOURCES INFORMATION
CENTER 4R/CIT ht, Mr.er ,rivrulur
F,VM "en, the potton.,,,Q,.1t,nq
ho, ,,voyefoal tY
Pt, n M of ew (nw,ont stated n 11,5 dororoprocont of/.0.)1NIE
001.4.on of 00cy
"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY
TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)"
4
The research reported herein was performed pursuant to a contract with the(Wisconsin) Governor's Employment and Training Office, Contract Number
G4AD-83-971. Cohtractors undertaking such projects are encouraged to
express freely their professional judgment in the conduct of the project.
Points of view or opinions stated do not, therefore, necessarily representofficial Governor's Employment and Training Office position or policy.
TABLE OF CONTENTS
Acknowledgements
Section One: Introduction
Role of Vocational, Assessment in JTPA Programs 1
Development of the Manual . 1
Uses of the Manual 2
Purpose of the Manual . 3 /
Section Two: The Role of State Level Technical Assistance
Leaderspip at the State Level . . 5
Guidelines 5
Consultants 6
#Staff Development Workshops 8
Requests for Proposals 11
Future State Level Support * 11
Attachment One Identifying Core Competencies forAssessing Youth Rart One 13
Attachment Two - Identifying Core Competencies forAssessing Youth - Part Two 19
Attachment Three Technical Assistance Activities forDeveloping and Implementing an
' Assessment Process 23
Attachment Four - Assessment Process Model 25
Attachment Five - Method for Determining Core CompetenciesSystematically 27
Attachment Si,x Training Analysis Form 31
Attachment Seven Job Analysis Form 35
Attachment Eight - EmPloyability Plan 37
Refer:ences , ' 43
Section Three: Planning Considerations
Introduction 45
Role of.Assessment in the Service Delivery System . 45
Stages ih Planning a Coordinated Assessment Process
Determine the Purpose 47
Identify Resources 47
Decide Who Will Be Assessed 49
Define What To Assess 49
..
Decide How To Assess 51
Develop a'Plan for Implementing a Coordinating Process . 56
Evaluate the Plan 60- i
Benefits of a Coordinated/Assessment Process 61
) Attachment Nine Possible Areas for Matrix of Services . . . 63/
Attachment Ten Matrices 65
Attachment Eleven -, Survey Results 73
'Attachment Twelve Skills Most Lackin9 75
Attachment Thirteen - Affective Skills 77
Attachment Fourteen - Cognitive Skills 79
Attachment Fifteen Survey for Employers 81
Attachment Sixteen Seudent.Referral to the Wisconsin uYouth Initiative Project 83
Attachthent Seventeen.- General Considerations in PlanningAn Inservice Meeting 85
Attachment Eighteen Program Evaluation Planning Worksheet 89
References. 91
Section Four: Annotated Bibliography 93
Section Five:. Appendices'
Appendix A Green Bay Area LoEal Management ForumMembership List and By-Laws 103-
Appendix B Ashland/Superior Area Local Management ForumMembership List and By-Laws 107
Appendix C - Racine Area Local Management Forum._
Membership List and By-Laws 113
Appendix D Descriptions of Selected Vocational Assessment
Instruments \ A 119
4,
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k
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5
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FIGURES
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Fi ure One Levels of Assessment 10,
Fitgu e,Two - Assessment Instruments Identified byGreen Bay.LMF Members 52
Fi ure Three Standardized Vocational Tests 54
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ACKNOWLEDGEMENTS
The development of this manual depended upon the Contributions of
iany ndividuals, A special note of appreciation is extended to the
ree Bay), Ashlaad/Superior and Racine Local Management FOrums and their
asses ment subcommittee members. The willingness of these individuals
are materials and ideas resulted in a wealth of information for this
al. I would especially like to thank Melinda Waggoner, Coordinator'
r the Green Bay Area Local Management Forum and Cheryl Ldfton, Liaison
for the Racine Area Local Management Forum, for all of their assistance .
4'
nd support. I would also like to express my appreciation to the staff
of t Governor's Employment and Trairling Office for their input and ideas
through.. he project. A very special thank you is extended to Denise
Wa9ner for her typing Of the manuscript..
EEG
_Section Ohe
4
Introduction
O
Role of Vocational Allse ment in JTPA Programs
The Job Trainfng Partnership Act (JTPA) calls for the public and
private sectors to join together and create a process which will better
meet the educational and 0-pining needs of designated populations within
our society. The Otimate goal of JTPA is.ephanced preparation of
individuals to meq the challenges of employment. ;
One population specifically targeted,to receive services is dis-.
advantaged youth, defined by JTPA as individuals 16 through 21 years of
age. These individuals are to,recei've services in such program ar as
job search assistance# institutional skill training, remedial ed cation
and basic skills training, advanced career\training, outreach,,education
to-worktransition activities, work experience and vocational exploration.
There are also provisions for preemployment skills training programslin
assessment, testing, counseling, occupational and votatfonal'exploration,
job-seeking skills training and many other areas.
Service providers in the newly designated Service Delivery Areas
Onder JTPA must develop programs which will better prepare youth for
employment opportunities. Specific information on youth's academic
skills, vocational interests, aptitudes and deficits will have an impact ,
on that youth's decisions about his or her career, the program developed
to serve the youth and his or her'eventual job placement. Such informa-
tion can be generatedthrough a vocational assessment process designed to
produce a profile on a youth's aptitudes and interests. The role of voca-
tional assessment in the seryice dalivery sy4tem is therefore Ary impor-.
tant. AssessMent rfsuits can assist in the design and implementation of
a youth's program and Can serve as-a ba'sis for evaluatAg his or her'
progress,throughout that program. '. .
Development of the Mal'ival
This manual describes' strategies fo coordinating assesment services
within a service delivery system. The ideas are"based On the experiences
of local committees involved in planning to enhance services for youth
undsr the Wisconsin Youth Initiative (WYI). Briefly, WYI can be described
as,an overall plan to create an integrated service delivery sysfem for youth'r
ages 14 through 21. Initially, the cooperative efforts IlaVe'tonlentrated
1
on fmproving services for high risk in-school youth -- essentially those
'Who have been identified as dropout prone -- and for youth who have alreadY
dropped out of school.
The five pilot sites for this cooperative venture were Green Bay,04
LaCrosse, Milwaukee, Racine and Ashland/Superior. Representatives from
the major service agencies and schools in each locality" participated on
a committee to develop policies and utilize resqurces to provide enhanced
services to youth. .Threse commitiees were called Local Management Forum
(LMF's). Their memberserre been wOrkingfto establish linkages in t
following service delivery areas:
1. Outreach, intake or identification
2. Assessment
3. Education and training
4. Work experience
5. Counseling
6. Referral and.etracking of Youth -
7. Placement into permapent employmer*
Uses of the Manual
Each LMF has engaged-in a number of activities to servehigh risk
in-sdhool,and out-of-school youth. This manual, however, will focus on b
the assessment Component of the serYice delivery system and Outline ways
in.which local areas can develop an integrated assessment process to meet
the career and vocational planning needs of youth. After the introduction,
Section Two will deser nical assistance activitiesinitiated by
Governor,'s biployment'and raintng Office. This will provide back-,
ground information on how some ct, he resour s and materials were presented_
to the local:area's. $6ction Three W11 desdri the.stages in planning a
coordinated assessment process. This information can be useful.to indi-
viduals in thelpryi,ce Delivery,Areas s programs are developed under JTPA.,
The stepS for planning a coordinated p o'cess are outl.ined along with specific4
examples of what the Local Management rums developed in theie local
settings. Th'e descriptions of LM acti ities illustrate how local commu-
ni'tles worked to deslgn a coordin ted as essmeht process. Finally,
Secti,ons Foue And Five offer addi ional m terials and i-esources.
2
tko
Purpose of the Manual
As the private and public sectors work to 'create a service delivery
kystem which meets both the needs of youth and the work force requirements
of the state's business and industry, careful and intense planning`will
be necessary. The resources and matecials in this manual can help provide
a better understanding of the role of assessment in the servjce delivery
system and can assist in local planning activities. The information
presented here can be adapted to fit the needs of other local areas.
More important, however, the examples of OF efforts to'establish
cooperative relationships can prale vital information and valuabre
insights to other service provial-s.involved imilar tasks in tlie
Ser,vice Deli Areas.
3
ii-
\
D.
Section Two .
MIREIlt
4
6
z
the Role of State Level.Technical Assistance
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or,
LeadershiP at the State Level
Statelevel personnel can play a key role in providing direction
and incentives to local areas coordinating assessment services. Technical
assistance activities could includeissuing interpretations of policies
and guidelines, providing consultants,,releasing Requests for Proposals
.(BERal for seed monies and sponsoring staff development Workshops.
The following section will describe some of the technical assistance
actiyities sponsored by the Governor's Employment and Training Office
under the Wisconsin Youth Initiative.- The examples giVen will help to
illustrate how state level personnel supported loCal level efforts.
, Guzdelinese
dtp
One"of the majon goals of the WisconsinYouth Initiative was to
enhance and improve coordination of the assessment services available,
to high risk in-school and out-of-school youth. The state level staffe
members sought to establish guidelines to provide a directiOn and rationale
for plapning (41'the local level. r--
Staffmembers at the state level began exploring the benefits of a
coordinated'procless. They believed it to be important to the objectives
of the Youth Initiative for the following reasons:
1.. Information can be'shared among agencies and thusprevent youth from falling through the cracks in
the service delivery system.
2. Subjective judgments in assigning youth to Yservices
can be minimized.
3. Youth can be assured access to an adequate assessment
, by agencies serving the population.
4. , Duplication of assessment services among agencies can
be minimized.
5. A sound basis can be established for service delivery,allocation of resources and program evaluation.
A coordinated assessInt process would enable agencies and schools
on the local level to detail the,assessment services available in their
Otas, design a'process whereby such services are maximized and not
duplicated, and develop a means for sharing assessment information.
Since a variety of methdds exist for assessing youth ip a local area,
two important elements were emphasized for planning such a process.
5.1d
First, the instruments and techniques used should focus on skills
necessary for employment. These skills could determine the scope and
sequence of an assessment process.
Second, such'a process shoul,d focus initially on a particular ,
target population; This would help limit the range of casessment methods
to be used, and,would facilitate efforts to determine the program's
effectiveness in serving a specific population. The initial targeted
group for the Youth Initiative was the.high risk in-school and out-of-
school youth. After evaluating the system and making any necessary changes
cooperating local agencies could expand the target population if they so
desired.
Staff members frbm the Governor's EmplOyment and Training Offict
regularly attended LMF meetings to discuss coordination efforts and to
interpret guidelines and policies. Resour:.ce documents expTaining the
Youth Initiative and its objectives were also distributed.
Consultants
State level personnel can utilize the expertise of consultants
during the planning and implementation phases of a coordinated process.
Oonsultants cah.provide ideas, feedback ana,strategies 'in the joint
planning of a coordinated statewide youth assessment process.
The bp'vernor's Employment and Training Office contracted with the
Vocational Studies Center in September, 1981 to provide technical
assistance in planning a coordinated process. Staff from the Voca-
tional Studies Center provided Input on assessment and interagency
Cooperation to state personnel and'to members of the Local Management
ForuMs (LMF,1)).r
To facilitate the cogrdination of assessment s'ervices on the local
,level, state staff members began researching the skill areas necessary-
1for employment and discussed n-Rw this information could be dhseminated
to the'LMF members. They also consi,dered methods of helping local
members determine the necessary instruments ilnd techniques.
The Vocational Studies tenter provided technical assistance during
this planhing phase by providing the state.staff with ideas,-resourCes,
materials and results from related research. As a result of a n ber of
meetings on a coordinated assessment process that incorporated -uoloyability
6 1 4
skills, a survey was developed to distribute to members of the LMF's.
This survey summarized research fiipdings concerning employability skills
and offered a means to determine whether local service providers'believed
a given competency or skill was important, and how they would assess a
youth's performance level on that competency. Attachments One and Two
at the-end of this section is the survey which was presented to the LMF
members as a suggested planning approach.
The survey is broken down into two sections. The first section
describes affective competencies needed for employment. These include
attitudes (e.g. arrives to work on time, cooperates with supervisors and
coworkers); performance competenCies (e.g. follows instructions,,works4
independently, can organize work tasks); and tolerance competencies
(e.g. performs well under stress, willing to do same job repeatedly).
The second section of the survey lists cognitive skills which could be
important in various employment settings. These specify such particular
areas as numerical, verbal, perceptual, language and psychomotor skills.
The concept of developing a coordinated assessment process around
employability skills provided the LMF's with a framework to begin their
efforts in this area. The specific details of the process would be deter-
mined locally according to the unique characteristics and needs of each
community.. Therefore, a coordinated assessment system would be.uniform,
in all pilot sites, within a broad framework. Wowever, each loWsystem
would.be designed to meet the needs of its particular service providers
and youth.
The Vocational Studies Center also began meeting with members of the
LMF's to discuss the coordinated, assessment process. One of the first
functions of the project staff was to describe the technical assistance
capabilities of the Vocat.ional Studies Center in helping the LMF's develop
and implement an integrated process. A list of these capabilities can be
seen in Attachment Three. Information was provided to the LMF's through
site visits and meetings, telephone conferences, correspondence and
materials development.
Three local areas requested specific technical assistance: treen Bay,
Ashland/Superior and Racine. Examples of the activities they Performed
will be incorporated into Section Three.
7
,er
Staff Development Workshops
Bringing local committees together to share ideas and resolve issues
can often help to initiate cooperative efforts. Staff development work-
shops can serve as a format to explain policies, interact with local
members, and offer new ideas and approaches to coordination efforts.
In May, 1982 the Governor's Employment and Training Office staff
sponsored a statewide conference which brought together members from the
rive targeted sites who served on Local Management Forums, and enabled
them to receive further pertinent information on development of a coordi-
nated assessment process and on other topics i-elevant to ihe Youth Initia-
tive. The state personnel who sponsored the conference believed it impor-,
fant for4all LMF's to share information, concerns and ideas.
As part of its technical assistance activities, the Vocational
Studies Center project staff made a presentation on assessment during
the conference. In response to feedback received from local members
during on-site visits by the project staff, a process model was developed
to assist members in visualizing how a coordinated assessment fits into
the total delivery system. During the conference, this model was discussed,
with emphasis on the decisions LMF members would need to make in order.toA.
develop such a system. Attachment Four shdws the model. The initial box
in the model indicates the areas on which OF members would need to agree.
These areas are:
I. Identification bf youth to be served,
2. Determination of competencies required for entry
level employment.
3. DeterminatiOn of assessment instruments and
techniques.
4. Determination of apprOpriate performance benchmarks.
5. AgreeMent on how the process will be fmplemeoted.
6. Agreement to share information.
A packet of materials was developed and distributed by lt,,he,goject steff
to offer ideas on howI_MF members could reach decisionseach bf'the
key areas li,sted. It was emphasized throughout the discussion that
assessment does play a critical role in the service delivery systems .
but that cooperation among members would be neead thrtughout the
process. Linkages among service providers are iiiii;or-tant from the.initial'
assessment of a youth through plicement in'unsutipidized employment.
81
The surveys previously describedwere once again discussed as,a
:means of collecting information to a) determine the competencies needed
for employment; b) the instruments and techniques to be used for assess-
ment information; and.c) the appropriate indicators of performance level.
Materials were then provided to help members determine what they b'elieved
the core competencies should be. Attachment Five illustrates the activity
LMF's could use to prioritize their list of competencies. This activity
can be useful for involving committee members in identifying and prior-
itizing the competencies believed essential for employment in. their local
areas. Attachments Six and Seven were provided as suggested formats -
for obtaining information from employers and instructors in training
prograMs concerning necessary skills.and performance levels.
To help LMF members generate ideas on how the process could be
implemented and the information shared, a sample multi-agency youth referral
form was presented. It provides space'for listing a youth's specific
strengths and needs by skill area, for designating the agency to monitor
the.youth's plan to insure recommendations are followed, and fot indicating
who is resp nsible for monitoring the plan in subsequent years as the
youth moves through the service delivery system. This referral form is
presented in Attachment Eight.
A discussion was held on the'Levels of Assessment concept to help
LMF members begin reviewing ways to organize a coordinated assessment
process, This concept has been used in a number of 'areas across the
country as a tool for identifying and categorizing the various components
of an assessment process. The idea is to identify the parts of an assess-
ment process, froM the diagnostic level to-the comprehensive assessment
level. Suggested assessment instruments and techniques involved at each
stage are listed in Figure One. Each assessment level, however, involves
'the following factors for consideration along with the instruments and
techniques used:
1. Degree-of expertise and.training requ.ired of the
professipnal conducting the assessment.
2. Cost and sophistication of the equIpment and
materials used.
3. -Length of time needed to assess a youth.
Amount of information eath.level ofAssessment will
yield. .
"1"7
1
Level I
Level II
Level III
Figure One
Levels of Assessment
Medicel examinationsYouth and parent interviewsCareer/vocational counselingSchool/agency records review
Basic skills tests
Vocational'aptitude testVocational interest test
Levels I and II plus any orall of the following:
Vocati.onal Counseling (in-depth)Dexterity and coordination testsCareer and vocational explorationWork samplesClassroom/job try-outBehavior observations in assessmentprocess and classroom job try-out
Adapted from: Peterson, M., and Hill, P. Vocational
Asessment of Students with Special Nedts:' An Implementation Manual. Commerce, Texas:
Occupational Curriculum Lab, East TexasState University, 1982.
It was explained to LMF members that descriptions of the kind of assess-
ments 'performed by agencies in their areas Could be developed. These
descriptions could be organized in a format similar to that of the Levels
of Assessment. Each LMF member could have access to this information by
means of a computer, a booklet or a written summary. Organizing an
assessment process in this manner permits each service provider to have
a clear idea of the kind of assessment offered by each agency. 'Often
the goal of an'assessment is siMilar among agencies, but the means can
widely vary. .If the LMF members have a good understanding of the assess-,
ment capabilities in their"communities, the following can be achieved.
1. Areas in which additional diagnostic or, comprehensive'assesSment is needed can be identified, and joint'planning can be used to develop such services.
2. When youth have been assessed by one agency andreferred to anothei4, the receiving.agency can have°
-.an understanding of the kind of assesSment perfOrmed,
therefore possibly avoiding a repetition of similar
procedures.1 ,
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3. Agencies can be identified that will "specialize"in a particular kind of assessment, and a referralnetwork among'ageocies can be designed to minimizethe duplication of services pong agencies.
4. Service providers can develop uniform interview forMs
to use with youth for a Level I and Level II assess-
ment. This could facilitate communication amongservice providers when a youth is referred for acomprehensive assessment or for vocational training.
LMF members who attended the conference responded that the sessions
allowed for,the sharing of ideas and concerns on coordination efforts.
The local committee members felt it Was especially worthwhile to meet
other LMF membars and learn what they were planning in their areas.
Requests fbr'Proposals
Requests for Proposals (RFP's) issued by the'state are but one method
for local areas to receive monies to carry out projects. This money can
help tO encourage local service providers to try innovatiVe programs and
incorporate them into the service delivery system. The Governor's
Employment and Training Office ivsued RFP's to the local target sites
of the Youth Initiative to fund activities of the LMF's. Two of the sites
wrote proposals to fund a staff position for their committees. The indi-
viduals hired by these funds organized meetings and coordinated committee
Aactivities.
1
Additionally, monies could be used to support local research activities
(for example purchase of computer time or materials) and to sponsor local
, staff development workshops.
Future State Level Support
A v'ariety of methods are available to the state for assisting
local level ,initiatives. The ideas suggested in this section can serve
as a basis.ior providing technical assistance in other areas. As the
guidelines and uses.for monies under the Job Training Partner§hip Act
become more established, new opportUnities will be available to provide
support to public and private sectors' initiatives.
,
At achment One
IDENTIFYING CORE COMPETENCIES FOR ASSESSING YOUTH PART'ONE
Definition of Terms Used in Packet
1. Competency: An attitude, behavior, skill or understanding
demonstrated by a youth at a specified
performance level.
2. Entry level employment: Position which is available payingminimum wage and regniring littleif any preyious training in the area.
3. Instrument or technique: A test, an observation, an interview
or any method used to obtain information
about a youth during the assessment
procss.
4. Performance level/benchmark: A designated reference point-orachievement level a youth should,-reach in order to be minimally
employed.
5. .Youth: An individual who is in-school age 14 through graduation
or out-of-school ages 16-21.
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IDENTIFYING CORE COMPETENCIES FOR ASSESSING YOUTH
Affective Competencies
Job Readiness Competencies:
1. Aware of resources available tohelp locate job openings.
2. Able to read newepaper want ads.
3. Able to use elephone toarrange ?or interview oxinquire about opening.
4. Able to use public trans-portation.
5. Able to complete an appli-. cation form.
6. Able to interview for a job.>
,Work Attitude Competencies:
7% Reliable in attendancedpunctuality.
8. Cooperates with teachers/supervisors and peers/coworkers.
9. Uses appropriate language andinterpersonal communicationskills.
10. Maintains clean and neatappearance (appropriate tosetting).
li. Accepts torrections andcriticisms.
12. Displays honesty.
13. Displays motivation andinterest in work.
14. Able to adapt to, changes inwork environment and workroutine.,
15. Will seek assistance when needed.
16. Shows respect for tools andequipment.
14
Work Performance Competencies:
17. Follows instructions, procedures.
18. Abides by safety rules andprocedures.
19. Remembers procedures, locationswithout constant reminding.
20. Works independently.
21. Performs work with,gccuracy.
22. ssumes responsibility.
'23. Completes assignotlents on
schedule,-
24. Shows good judgment and problemsolving skills.
25. Able to organize wotk task(s).
26. Able to stay on'task withoutbecoming easily distracted.
Work Tolerance Competencies:
27. Performs well under stress.
28. Able to concentrate for.nOrMalwork periods.
29. Willing to do.same job repeat-edly.
30. Performs consietently innormal work periods.
31. Shows normal physical strengthand stamina.
IDENTIFYING CORE COMPETENCIES FOR ASSESSING YOUTH
Please resn2 to the following:list of competencies. A YES response indicates that it is a competency.you see as Lmportant to assess in a youth. Then indicate what instrument or technique you would use to,
. assess each competency you've marked with a YES ansWer. In addiotion, try to specify what performanceleveZ or benchMark'you,believe a youth would need to obtain in order to secure an entry level employmentposition.
If You check,NO by a competency, please stat.r your reason why you believe it is not an importantcompetency to assess.
AFFECTI;VE COMPETENCIES
13chrrfnrmnr:e.e. Tevt,^1/..
. .Yes NO to Measure Competency
X,J.J.WLMO.,..G LGVG1/
Benchmark (Entry Level)LN.GC1JVLID Lt., 1
NO response
. Aware of resources
available to helplocate ,tob openings.
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. Able to read news-. .
paper want ads.
. Able to use telephoneto arrange'for inter-
view or, inquire about,.
openings.
. Able to use publictransportation.
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. .
Able to complete an
.
application form.
6. Able to interview fora job.
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2223
AFFECTIVE COMPETENCIES (contd.)
Instrument or Technique Performance Level/Tertrol\
Reasons for
AGO illi ...,.. ...... ,..,..F--,, ,.......... ,........L., ......, ....., ...,.."..
7. Reliable in attendanceand punctuality.
)
e
su uvisors and peers/
,.
. Cooperates with tachers/
cow rkers.
. .
,
. Uses appropriate languageand interpersonal communi-cation Skills.
.
. .
1P). Mainairis clean and neat
appearance (appropriate
to setting). .
,
1 . Accepts corrections and'Criticisms. .
12. Displays honesty.
. ,
13. Displays motivation and
interest in,work..
,
.14. Able to adapt to changesin work environment and
work routine.
,
\.
,
15. Will seek assistancewhen needed.
,
,
b
.
.
.
16. Shows respect for toolsand equipment.
4.
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v,
'AFFECTIVE COMPETENCIES (contd.)
Instrument or-Technique"4
Performance Level/ Rea ns for
M.
lCb nu LV fleablile ',..vmpcLcuLy ACULUMaLb. kzuLLy 1...cyc.I.Jt
vit., Lempwwe,
.
17. ,Follows instruction,procedures.
N,
.
,
. .
.
.
.
,
18. Abides by safety rulesand procedures,
.
.
. ..
.
.,
.
19. Remembers procedures,locations withoutconstant reminding.
,"&.-.... .
20. Works independently._.
,
.
,
.
.
21. Performs work with .
accuracy. '
,
.
,
.,
22. Assumes responsibility.
. _
. , .
23. Completes assignments,on schedule.
w_ .
.
,.
.
.
,
.
.
.
24. Shows good judgment andproblem solving skills.
.-
'
.
-.
s....
.
..
.
,
.
.
..
25. Able to organize work
. task(s),
,
,
I
\
.
.,
26., Able to %stay on taskwithout becoming easily
distracted.. PJP .
1, .
..
.
r
26C.) h`f1.0
0
AFFECTIVE COMPETENCIES (contd.)
Instrument Or Technique ' Performance Level/ witeasons for
Wi -,- -
27. Performs well under
stress. e
28. Able to concentrate
. for normal work' .
periods,.
,
,
29. Willing to do same
job repeatedly.
1
.
_
.
#
.
1
,
IIIP
30. Performs consistentlyin normal work periods.
,
f
w
.
.31., Shows normal physic l'strength and stamina.
. ..
.
.
2S
Plgase specify position:
Adtninistrator ,
Vocational Evaluator
Other
4
me'
Attachment Two
IDENTIFYING CORE COMPETENCIES FOR ASSESSING YOUTH - PAWL TWO
Skill Competedcies
Quan'titati've/Numerical Skills:
1. Count
2. Read numbers.and record
3. Add/subtract
4. MuItiply/divide
5. General number use
6. Familiar with monetary values .
Verbal Skills:
7. Reading level
8. Reading rate
-9. Spell commonly used words
10. Record information ,
11. Verbal communication
12. Written communication
13. Comprehends and can followverbal andlor writteninstructions
Perceptual Skills:
14. Auditory discrimination
15. Form perception
16. Space perception
17. Color perception
18. Touch discrimination
19
Language Skills:
.19. Listening I.
20. Grammatical expression
21. Nonverbal expression
Psychomotor/Physical
22. Physical strength
23. Hand-eye coordiViion
24. Hand-eye-foot coordination
25. -Manual dexterity
26: Mobility
27. Equilibrium/balance
IDENTIFYING COR'E COMPETENCIES FOR ASSESSING YOUTB
Please. respond'to the folloying .ist.of competencies: A YES reiponse indicates that it is a competendy
you see as,,important to assess in a youth. Theiz indicate..what*instument or technique you would use to
atsest each competency you've marked.wih a YESansbvr. Zn addf.tion,:try to specify what performanee
level or.benchmark you believe a youth Would need to obtain in order to secure an entry level employment'
position.4
If you check 117P by a competncy, please state your-reason:why you'beliepe it is not an important competency
to assess.
SKILL CbMPETENCIEg..
-
Yes.
NG.-...,
Instrument or Techaqueto Measure CoMpetency
Performance Level/Benchmark (Entry Level)
0 ,
Reasons for
NO resporise
1.
.
%
Count'.
.
..
.
.
, . .
.
.
.. .
.
.
. .
.
2.
.
Read numbers and
record..
.
.
,.
..
3. Add/subtract,
.
..
.
.
.
.
.
.
,
.
.
. A
4.
k
Multiply/divide,.
..
.
,
5. General number use..,
. .
,
.
,
. .-.
.
6. Familiar withmonetary values
.
.
...
1
.
7.-.
Reading level
,
.
8. Reading rate
SKILL COMPETENCIES (contd.)
Yes NO
Instrument or lecnnique
to Measure Competency
rertormance Level/Benchmark (Entry Level)
neasons.IorNO Response
9. Spell commonly used
words
1
10. Record information
11. Verbal communication
.
. ,
. .
12. Written communication.
.
. .
.
13. Comprehends and can
follow verbal and/orwritten instructions
-
,
.
14. Auditory drscrimina-tion
15. Form perception .,
16. Space perception
,
,
,.
17. Color perception
.
,
.
.
.
18. Touch dtscrimination
,.
.
,
33
SKILL COMPETENCIES (contd.
.
Yes NO to Measure CompetenCy
4,.......W&MCill,..GI,...A.1
Benchmark (Entry Level)
1,G.0Nillo LW!.
NO Response
19. Listening
,
20. Grammaticalexpression
,
1.
21. Nonverbal expression
22. Physical strength
,
23. Hand-eye coordination.
24. Hand-eye-foot.
coordination
25. Manual dexterity . .
. .
26. Mobility
27.
5
Equilibtium/balance.
,
Please specify position:
Administrator
Vocational Evaluator
Other
Vocational Studies CenterUniversity of Wisconsin-Madison
Attachment Three
TECHNICAL ASSISTANCE ACTIVITIES FOR DEVELOPING
AND IMPLEMENTING AN ASSESSMENT PROCESS
Posjsible Technical
Process Assistance Activities
I. Identify current assessment activities providein local area
Project staff could:
- provide examples and ideas
to develop methods foranalyzing current assess-ment activities, gaps andduplications in local area
II. Identify core competenciinstruments and techniqu
for assessing them
Project staff could:
- provide examples of compe-
tencies.to be considered
- provide examples and
ideas on how to state
competencies- assist in determining
benchmarks for performance
- provide information and
ideas on instruments andtechniques for assessing .
competencies
III. Adapt Appropriate AsiessmentModel to Local Needs
Project staff could:
- research published models
and provide examples- provide information and
ideas on how to establishinteragency effort
- assist in analyzing howprocess can be established,to complement services
A
IV. D4velop Follow.up and Project staff could':
4
aluation Process - provide ideas for following
students through process
- assist in identifying pro-
cess or product measuresto be used in evaluation
- provide examples and ideasfor developing an IEP orEDP
23
3 ./
Possible Technical$rocess Assistance Activities
V. Irplement Assessment Process
24
Project staff could:assist in planning publicityand outreach activities toinform community/consumersof processassist in planning inserviceeducation for profeeSionalson asbessment process andcooperative effortsprovide inforwtion andideas to help facilitatethe implementation of theaisessment process
9.
7.InitLal Agreement by LMF
Identification of Youth .
Determination of Competencies Required for Entry
Level EmploymentDetermination of Assessment instruments and Techniques
. Determinationfirf Appropriate Benchmarks
Agreement on Pow Process will be ImplementedAgreement to Share information
1.22.91tak:1
ASSESSIU:Sif PROCESS :10DEL
lOutreaSh
Identification, Referraland Screening
[Interiiew
-
1
Assess kouth
'Orient:T:1
. Standard Tests.
. Vocational Interest Tests
. Work Samples
Behavior4 Observations .InterviewsReview School Records
Assissment Data
Vocationalaptaudestntete4t4job expettence4,
job sizataAcademicneadtng tevetmath tevetteatnAng modeateauing daic.temee4
Emotional
tuatmation totenanceA anx(ety Levet
comumcatcon sh4114pee4 wtatconsauth04(ty letat4on4
. Independent Livinghocene,gtoomingsaktyisocoat .inteAactcon
money management
11 Refer for AdditionalExtensive Assessment'
amono.
Vocational Studies CenterUniversity of Wisconsin-Madison
Analyze Assessment Data and Compare Rohl:Its to Expressed
Education/Training/Employment Goals
/job Requirements Academic Requirements4equilted knowtedge 'leading levet
neciniled akitta math tevet
phyoicat demand!, aitt.5,4equZtedwoMung condition!.
int eftpemonat a tziaa
1 .
IDiscUss4Asses:Ment Results with Youth,Pbrents and Appropriate Staff
A
Develop Plan
Summary of:4tmengtha and needa o6 youth
.
'object(trea to meet expte46ed.educationat/tt4kn-ing/emptoyment goats
Description of: ..
agency/achoot nevon4at41e4 6o4 imptementingAnd monitolUng pn ta .
, '
youth 4e6pon4ibititia 6o4 /teaching educationat/tAaining/emptoyment path A
timaine 6o4 meetimg objecUtlea and goata
Refer Youth to Appropriate Education/Train4ng Program or Employment
Determining Appropriate Followup Mealtures to be Used
One agency responsible to follow student/clientthrough-education/trainini prOgrams and/or
employment OR
Agencies short responsibility to follow student
through educatton/training programs and4oremployment by interagency cooperation
4101. MINIM .=1.10.
4u
9
Attachment Five
Vocational Studies CenterUniversity of Wisconsin-Madison
METHOD FOR DETERMINING CORE COMPETENCIES SATEMATICALLY
1P
The goal of.this exercise is to assist LMF,membeia to systematicallydetermine the core competencies essential for entry level employment intheir local area. This activity allows for equal input by all membersand will provide a means for determining as'a group those couipetenciesbelieved as critical for youth to possess.
Directions for Completing Chart
1. LMF members generate a list of core'competencies. It is advisable
'that no more than fifteen be considered at one time. This willinsure.accuracy in comparison and will not be as'time consumingwhen comparing each competency.
2. Each member receives a chart and lists the core competencies
generated by the group. Make sure that the master list isvisable to all members so the competencies listed by each
- member are in the same order.
3. The following steps are then taken to fill out the chart:
- Cotpare each competency one to the other. For
example, each member would be comparing Competency#1 to the remaining competencies listed, Competency#2 is c9mpared to the remaining competencies listed,etc.4P
- When comparing competencies, a member should askhimself or herself, "DdlI believe Competency #1
110 is more important than Competency #2?" If it isbelieved that Competency #1 is more importantthanCompetency #2 an X is placed in Column,#1. Then
compare,Competency #1 with #3, #4, #5, etc. Afterfinishing the comparisons of Competency #1 to eachcompetency listed, move on,to Competency #2 andcompare it to each competency listed. Pokr example,
"Is Competency #2 more important than ComPetency #3or CoMpetency #4?", etc. An X is placed in V boxonly if the competency is-seen:as important whencompared one to the other.
4. Once,the chart is completed, the LMF members shOuld individuallytally their scores,.adding the number of X's going down eachcolumn.
.5. Once the columns haye been added, each meMber calls out his or herscores and the columns of each member is added together. The highest
scores indicate which competencies, as a group, were teen as critical.
4i27
.Me'thod for Determining Core Competencies Systematically.
Work Attitude- IdentificaPriority Allocation Score
.
Reliable in attendanceand punctFality.
,
,
r
,
.
..
.
Cooperates w.ith teachers/
supervisor and peers/.
coworkers. 2
.
,
.
.
..
.
Uses appropriate languageand interpersonal communi-cation skills. 3
,
.
Maintsins clean and neatappearance .(appropriate
to setting). 4.
,
'
.
.
.
Accepts corrections andcriticisms.
.
5
c
.
.
,-.
Displays.honesty..
.6
,
.
bisplays motivation andinterest in work.
.
. -
.
Able to.adapt fo changesin work environment andwork routine. 8
.
,
,
.
,
Will seek_assistancewhen needed. 9
.
,..
, .
Shows respect for toolsand equipment. , . 10
,...,..- -...
.-
.
,.
,
,
Cumulative Scores .
28
Method for Determining Core Competencies Systematically
Priority Allocation Score
Work Performance Identifica-7 iii
Follows instruction,procedures. 1
_
Abides by safety rulesand procedures. 2
.
Remembers procedures,locationswithoutconstant reminding. 3
.
.
,
Works independently. . 4
Performs work withaccuracy.
Assumes responsibility. , 6
Completes assignmentson schedule. 7
,
...
..
.
.
Shows good judgment andproblem solving skills. 8
,
.
Able to organize worktask(s) 9^
.
..
.
.
Able to stay on taskwithout becoming easilydistra,cted. 10
.
.
.
.
.
,
,.
.
,
.
.
,
.
.
Cumulative Scores
.
.
..
_
29
I.
Vocational Program:
Instructor:
Date:
At,tichmOt Six
TRAINING ANALYSIS FORM- 0.
..-
VocatiOsal StuflieS CeSiet :0..,
Uffiversity of W4scon0ii-Madison', 9
:P','' , v
. L' .. 0 Ct' .
V , 0 0.
'V " ' ,)' W
;
School:0
'
. .
OccupatiOna training goal(s) df program:'
.
;
,.. ENTRANCE CRigTERIA. i ..
.
. ,
.
: A. Phgsical...skills: Check:the illinifilal (phj!eicarskills).'ihat, are. -i
required fpr entrance Uto your.program.-.
:' . ...
. ,,. '.,- Skil. i - ' ,..Description of Abiiitii.*:
.:
. :
- -,'% :
ewalktng: : . ..,-. li ! i..... .
0-. .
:
'.
.0 stiandinw:.- 0
.
. ..,,
.%%
....
:
..:......_
°lifting:.
;.. .. ,.
, a ., p ... : .!,.' -' .. ,
, :
...._ciryibg:
.
.,".' t..
's bending: ,
fine-motc:q.:
speech:
other:
other:
,
B. 'Educational skills: Describe.the minimal.academit skills that
axe required for entrance!into YOur prograffi,and the, mpdifica-
tions which could b'e made in teaching to acCOmmodate for
seudents'with lOwer-skill levels.,
.- ..
, .
Modificarkons
math:
reading:'-
language:
C. Vocational skillsf Describe' ihe basio km:iv/ledge 'and use'Of
are required for entrance into.your prqram.
' -
Describe the safety rules thai mist be followed for entrance'
into your prOgram1
4.4 44 31 ...
.es ,
o
.;**
.0.
0
.0 t
'Describe the most critiCal work behaviors that must be followedfor entrance into your program.
al&
Other concerns?
\\II. TEACHING TECHNIQUES. Check the teaching techniques which you use
in your program and list how they could be modified for the needsof a handicapped student.
Techhique Modification
lecture:
audiovisual:
small gp. project:
discussion:
demonstration:
study text:
grade level:
ind. projects:
other:
Most all students in your program proceed at the same pace?
'Yes No Suggested modifications?
III. What support services or materials do you receive in your programto help students' with lower skill levelsZ
Other comments?
Person doing analysis:4
a
32
I
I
I
1
I
I
I
I
I
I
I .
I
I
fr
' ENTRY-LEVEL CRITERIA/PROGRAM MATRIX
Entry-Level
,Characteristics
Program
1 2 3, 4 5 6
(7 8
,
9 10 11 12
,(EXAMPLE) (
READING LEVEL: 8th grade X X X
5th grade X X X
3rd grade , M X M
None . M
'
,,
X = Skill is absolutely required prior to entrance into vocational program.
M = Skill level is acceptable with'curriculum modifications or withsupportive services.
I
I
1
Adapted from: Peterson, M., and Hill, P. Vocational Assessment of Students
with Special Needs: An Implementation,Manual. Commerce,
Texas: Occupational Curriculum Lab, East Texas State
UniVersity, 1982.
4 633
if
JOB AREA:
Business:
Phone:
Attachment Seven
JOB ANALYSIS FORM*
JOB TITLE:
Person interviewed:
Vocstional Studies CenterUniversity of Wisconsin-Madisoh
Address:
Number employed:
Position:
Interviewer: Date: ;
1. Qualifications
Age: Min. ' Max.
Licehse: Bond: Yes No Cost:
Union: Open Union Required? Yes No Fee/dues:
Local name: Address:
Experience required:
Tests given:
Application: Forms needed. Yes No
Assistance in filling out forms. Yes No
Personal interview? Yes No Comment:
Health requirements:
Medical examination: Yes No Comment:
Physical requirements:
Hearilig: Exceptional . Average Not important
Vision: Exceptional Average Not important
Speech: Exceptional Average Not important
Carry/lift: Stand/walk:
Cro6ch/bend: 'Reach/climb:
Academic skill requirements: Grade Comment:
Language: Grade Comment:
Reading: Grade Comment:
Writing: Grade Comment:
Math: Grade Comment:
Personality requirements:
Emotional stability:
Manners:
Appearance.:
Other:
4)?
Manual skil required:
Manual exterity:
Fine-mcAtor dexterit :
Speed:
Precision:
Tools and machines used:
2. Working conditions:
Wages: Pay period: Amount: Overtime:
Raise potential:
Hours: Amount: Work schedule:
Job stability: Temporary: Permanent: Seasonal:
Benefits: Vacation:
Illness: Medical insurance:
Pension: Workmen's comp:
Other:
Hazards:
Physical:
Health:
Emotional/moral:
Surroundings: General description
Inside/out: Noise level:
Temperature: Wet/dry:
. Superyision: Degree (much/little)
Position of supervisor: Type of supervision:
Warm/democratic Impersonal Autocratic
Employee interaction: Works alone
Describe:
Promotion possibilities:
With a group
Initial training: Bywhom? How?
3. Job Tasks:
Task Machine/Tool Ability
*Adapted from form developed for use in Arlingion (VA) County SchoolsFrom: Peterson, M., and Hill, P. Vocational Assessment of Students
with Special Nee4s: An Implementation Manual. Commerce, Texas:Occupational Curriculum Lab, East TexaS State University, 1982.
-36 48
Attachment Eight
EMPLOYABILITY PLAN
Sample Interapncy Client Referraland Case Management Form
VSCUW-Madison
INDIVIDUALS INVOLVED IN THE PLAN
Student's Name Date of Plan NAME TITLE
Date of Birth
.Student Placement
School/Agenc where -Plan is be g formu-lated.
Is this plan the -
first or an updateof an existing
plan?
First Plan
Update
Agencies and People Responsible for Implementing and Monitoring the Plan
Agencies People
Name of the Individual with the Responsibility for Monitoring the Plan
Name Title Agency
-Parent/Guardian Signature Date Student Signature DateA
I. Indiyidual Skills Summary
A. Assessment of Overall Skill Functioning
1. Skill Assessment Summary (Attach a checklist which indicStes specific skillthe student does and does not perform)
2. Summary of Major Skill Strengths and Skills in Needs of Improvement
a. Skills Acquired (Strengths).
37 49
b. Skill in Need of Training (Deficits)
c. Skills in Need of Further Assessment
B. Medical, Physical and Sensory Handicapping Conditions
II. Summary o4iInterests Career Related Experiences
A. Summary of Student Strengths and Deficits in Caree Rplated Experiences
B. Summary of Student Strengths and Deficits in VocationaV Interests
C. Statement of Potential Vocational/Occupatio alr Awareness and Exploration Areas
First Year Priority Areas Goals, Objectives and Jusiificatioti
A. Priority AreasARank areas as 1 high Priority, 2 Moderate Priority or 3 Low
Priority. Areas may be assigned equal priority) Rank
Direct Work Skals (Training on skills needed for a targeted Job
Occupation)
Indirect Work Skills (Training on skills generally needed to obtain
and maintain employment but not targeted to a
specific job occupation)
Exploration/Awareness
38
B. Priority Goals and Objectives for the First Year
1. Direct Work Skill Goal Statements and Objectives
..
a. Goal
rObjectives
b. Goal
1
Objectives
c. Goal
sr
Objectives
d. Goal
-
Objectives
e. Goal
- Objectives
.,
2. Indirect Work Skill Goal Statekents and Objectives
a. Goal
. Objectives
b. Goal
Objectives
C. Goal
. Objectives
d. Goal
Objectives
e. Goal
Objectives
3. Exploration/Awareness Statements and Objectives
a. Goal
Objectives
39'1
O.
b. .Goal
Objectives
c. Goal'^
' ObjectimiAk4*
d. Goal'
"Oj'ectlyds
e. 'Goal -
ObfectOes
C. Justification..W#46,rity Areas:anal-Goals for the First Year
-
IV.. Priority Goals and Justification for Subseiluent Years
-
4
A. Direct Work
Goals
B. Indirect Work
Goals Year
Year
C. Exploration/Awareness
Goals Year
D. Juatificatidh for Priority Gpala "pr SubseqUeht Years,
,P
n
4 0
,07;
-it
V. Multi-Year
A.
B.
Options
First Year Options
1. S.
f
2. 6.
3. 7.
4. 8.
Subsequent Year Options
1.
(year)
5.
2. 6.
e,
3. 7.
4. 8.
VI.. Services Needed to Meet Goals
A. Services - First Year
Agencies Contact Person Services
Agencies Responsiblefor Funding Services
-%.
A
B. Services - Subsequent Years
Year-- Agencies Contact Person Services
...
,
...
.
,
.
..,
,
.......
. .
,
,
,
W.I. Statement of Cages Management Responsibility for Multi-Year Plan.
00-
A. First Year
-.
fiame Poition Agency
B. Sub equent Years
-
Year Agencies Contact Person Seivices
-
r,
o
,
))
.
0,
k ,
_
,
Frow Hasazi, S. A Training Based and InteragencPApproach to ProvidingCqmprehensive Vocational Special Education Services to SecondaryAged Youth. University of Vermont: College of Education andSocial ge ices, 1980-1981.
...
4
424
C
I
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I
1
I
I
I
1
References
Hasazi, S. A training based and interagency approach to providingcomprehensive vocational special education services to secondary
aged youth. University of Vermont: College of/Education and
Social Services, 1980-1981.
terson, M., and Hill, P. Vocational assessment of students with special
needs: An implementation manual. Commerce, Texas: Occupational
Curriculum Lab, East Texas State University, 1982.
ell
43
Section Three
Planning Considerations
5 b
Introduction
4
This section highlights some of the key areas to consider when
developing a coordinated assessment process. It focuses on ideas and
resources for enhancing assessment services through cooperation. Because
the committee approach to a joint planning venture is employed here, the
term "committee" is used throughout.
The method of organizing a committee and determining its membership
will vary among local areas. It is jmportant, in light of the Job
Training Partnership Act, that priva'te and public sectors participate in
planning to insure that the assessment process that is designed yields
the necessary information for the appropriate placement of youth in edu-
cational and training programs.
Role of Assessment in the Service Delimry System
Vocational assessment has been defined a.s a comprehensive process
to identify individual characteristics, education, training and placement
needs. This information can be the basis for planning an individual's
j)rogram, and provides the individual with insight into his or her voca-
tional potential (Dahl, 1978). An assessment can vary in comprehensiveness
from a basic overview, which could include an interview and an interest
inventory, to an extensive evaluation consisting of worksamples, job try-
louts and other in-depth techniques. It is important that the assessment
provide results to assist in the planning and implementation of an indi-
vidual's career, vocational training and subsequent employment (Abbas and
Sitlington, 1976). Each youth within a service delivery system should
have access to a range of assessment services, especially a comprehensive
evaluation when needed.
Vocational assessment can serve two major functions in the service
delivery system. First, it can provide information for administrative
decision-making concerning the selection,or rejection of youth for
services, and their appropriate assignment to existing programs. Second,
vocational assessment can provide information needed to individualize
the design, implementation and evaluation of programs (Gugerty, 1980).
Continuity of services can best be achieved when information used for
assigning youth to a program is incorporated into the actual services
provided.
45 5 :1
in the publication, The Private Sector youth Connection, Volume I:
1. identifying specific aptitudes and skills to match
youth to jobs/training, and
School to Work, one section summarizes the program elements critical.4,
to a successful school-to-work.program. Two of the are'as mentioned are:
2. structuring the curriculum for training programsto reflect the necessary skills for employment.
(Schilit and Lacey, 1982; pp. 86-88)
Vocational assessment can be a mechanism for obtaining information needed
for these two program elements.
More specifically, vocational assessment can Provide information for
the followingspvrpoies:
1. An assessment provides an opportunity for a youthto explore various career options to help in his
or her decision-making.
2. The resuls offer service providers and a youthinformation on his or her'tntgrests, aptitude,present capabilities and work attitudes.
3. An assessment tan establish a direction or frameworkfor a youth's program based on information.about hisor her strengths and needs.
4. An assessment Rnables staff to appropriately refer
a youth to services.
5. The results provide tnformation: necessary for designinimplementihg and,evalUating a youth's program.
,
Stages An.:Planning a CooHinated Assessment Procegs
:
It is important-Ahat the following points be noted when,a cOmmittee
begins itg Planning ictivifies:'. ._
1. Members who are tnvolved in the planning ptocess should64 knowledgable about vatatiOnal assesment or4lave..ready acces0o Profgssionalsin the field should
' specificAuestiOs need to be.ansWered.-
2. The deterehation of:assessment tethntques to usp q:
in, a coordinated'protess.shovid be:accOmplished'4fte.careful,and.thorbugh_research *ApOend4k D lists' .
soMe questions.to corisidir when reviewtng aSsessmeni
in:strumentsi. The solectiOn df technickles need tiot .
be solely limited to formal stand4rdized itystraMentsbut can incorporate informal agseSsment techniques,as well
3. Vocational assessment of youth is an ongoing process.The committee members should insure that a system forfollowup and. reevaluation of youth is created when it
is necessary to update information on a youth!sprogress or for a change in program.
4. It will take time and energy by members to developand implement an integrated process, A commitment
to share information and Tesources, and a wil3ingnessto resolVe issues will be important factors in thecooperative effort.
Determine the Purpose
As previously mentioned, assessment can facilitate screening or
selection and appropriate placements. Local service providers who are
meeting to plan an integrated assessment process must establish the
reasons for the assessment and the purpose for coordinating these
services. In the Wisconsin Youth Initiative, the LMF's determined
that the assessment Will help in determining a youth's educational
needs:skill level and interests as they relate to employment. The
purpose of coordinating services is to 'maximize the usage of resources
and develop a.system in which youth will have increased access to voca-
tional assessment. Additionally, assessment results will aid in assign-.
ing a youth to a suitable training program, in determining the areas
to be emphasized in his or her program, and in evaluating how well he
or she performs.
Identify Resdurces
Developing a coordinated assessment process will necessitate coopera-
tion among the members designing the system. Information will have to be
gathered regarding the community's current assessment capabilities.
Such areas as the following should be covered in the analysis of the
existing assessment process:
I. Descriptions of what programs presently exist.
2. Identification of services and gaps in the assessment
process.
3. Ideas on how a systeth could be established utilizingexisting resouites and what additional resourcesmight be needed to fill any gaps.
Committee members can share descriptions of the assessment services
their agencies provide. These descriptions can be used to inform members
47
as to what assessment services are provided and.can also serve as a
basis for a plan for coordinating services. As members become more aware
of existing services, gaps in *e system can be identified as well.
When analyzing the current assessment process and available resurces,
such areas as the following should be considered (Priestley, 1982):
1. Personnel - how many individudls are involved in
assessing youth? Is the number adequate or are more
staff needed?
2. Equipment and materials - how many agencies are usingsimilar equipment and materials? Is it possible to
consolidate? Are more materials and equipment needed
to provide a more comprehensive assessment?
3. Funding - how much is each agency allocating for
assessment services? Are monies available to fund
additional services, if fteeded?
4. Time - what is the general length of time each agencytakes to assess a youth? How many youth are being
served? Do waiting lists exist in the system for
youth to be assessed?
An example of how available resources vgre identified is provided by
the process used by the Green Bay LMF. A coordinator had been hfred with
funds made available through a proposal written by LMF members. As part
of the coordinator's role, LMF members were given:information on the
characteristics of youth in their area; the labor market; population
projections; inventory of agency capabilities; and available multi-agency
services. These data were used to help the LMF members work on long and
short term goals. Additionally, a needs identification was performed to
determine where service gaps existed. LMF members decided-that a matrix
of services should be developed to illustrate available resourceIQ
youth in their area. The matrix could also be used to identify any
further gaps in the delivery system.
Each member of the forum was asked to submit a sUmmary of his or
her agency's services to the coordinator. Matrices were developed showing
the services each agency indicated as available to high risk in-school
and out-of-school youth. The matrices assisted the LMF in evaluating
the area's curs'rent service delivery system as well as in increasing
members' awareness of what other agencies in the community offered. In
order to develop categories to compile the services named by the agencies,
LMF members named general areas br components of a service delivery system.
48 bij
Attachment Nine illdstrates the background work done to develop the
matrices. Attachment Ten shows the matt:Ices developed by the LMF.
As a result of the matrices, it became quite evident that assessment
services varied widely among agencies. A number of agencies had indicated
that the9 offered assessment; however, they varied widely in the scope,
duration and intensity of such assessment. The LMF decided that assess-
ment was an important element in the service"delivery system and should be
the starting point for cooperative efforts. Assessment of a youth deter-
mined his or her training and education goals, remediation of skills and
eventual employment. A task force was created to explore the area of
assessment and the development of a coordinated assessment process. LMF
members with assessment backgrounds were asked to sit on the subcommittee.
The LMF coordinatorwas designated as the chairperson for the task force.
Decide Who Will Be Assessed
When determining available resources and the purpose of the coordinated
assessment process, an important consideration will be the target popula-
tion. This will help determine the scope of assessment because of the
specific needs which must be addressed to serve a designated population.
Committee members will decide who is presently in need of assessment ser-
vices and who could be identified as potential target groups should the
system expand. One recommendation mentioned by Schilit and Lacey (1982)
is to start with a manageable pilot effort with potential for growth.
By identAfying a target population, memberS are able to try out a system
and determine its effectiveness before attempting to expand to meet the
needs of other populations: In the Wisconsin Youth Initiative, for example,
high risk in-school and out-of-school youth, ages 14 through 21, were
identified as the population to be served. Activities initiated by
members of the LMF were directed toward this population.
Define What To Assess
As previously stated, assessment can provide information to determine0
the eligibility or appropriateness of an individual for placement into a
training program, an employment setting, a vocational classroom, etc.
It is important that an understanding of what skills are necessary to
enter and succeed in these settings is obtained by the committee.
6149
Identifying the skills or performance levels an individual would ne
p ovides a structure for the assessment process. Committee members will
nee determine the referral sources available in the service delivery
system once an individual is assessed. This,information provides a
basis for determining what to assess.
. In a coordinated assessment process, general agreement is reached
on the broad goals of the process. The actual assessment given to an
individual will be tailored to meet his or her needs; however, it will
be done within the context of these broad goals. Private Industry
Councils or other community organizations may need to evaluate the current
assessment process in light of the performance standards mentioned in
the Job Training Partnership Act. Evaluating the number and type of
services available to an individual for training or educational purposes,
and the performance standards for these programs, will provide a framework
for determining what to assess.
The LMF's involved in planning a coordinated assessment decided that
youth would be assessed to determine their strengths and deficits in
relation to the skills or competencies necessary for employment. Here is
an example of how a LMF began defining what would be assessed. The Green.
B:ay LMF began by exploring what local employers believed wefe the skills
necessary for successful employment in their organizations. The sub-
committee responsible for gathering this informa n for the Green Bay
LMF asked a number of agencies around the city w at contacts had previously
been made to employers concerning-employability skpls. The committee
found that a questionnaire, which indirectly related to.the.information
they needed, had been semt-out. The group felt that.the survey could
serve as background information for its work on assessment. The committee
used the list of competencies compiled by the Vocational Studies Ceriter
as a format for evaluating the informatiorf from the survey results and
agency contacts with employers. Attathments 11 through 14 illustrate
the type of infbrmation gathered by tile task force, and summarize data
directly useful to the committee. Only certain sections of the survey
were relevant to the assessment task force's needs: those response which
addressed employability skills. The survey from which the information was
taken had been used to obtain insights from employers concerning the baic
skills of the youth whom they employed.
50
As a result of this research into the current number and type of
employer contacts being made by agencies in Green Bay, the task force
was able to draft a copy of a survey dealing directly with competencies
and performance leyels required for employment. A copy of the preliminary
survey can be seen in Attachment 15. Committee members have "field tested"
the survey with a few employers and have decided that major changes must
be made before it is actually used. Once data are obtained about
employer expectations in' the area of employability skills, the task force
' will begin integrating this information into the coordinated assessment
process they are planning.
Decide How To Assess
Once the criteria and goals of the coordinated assessment process
have been established, the committee will need to review what is currently
being used for assessment and to determine if it meets these goals.
The committee may develoP a "test menu," or a listing of the assessment
instruments and techniques currently being used. This will enable members
to increase theirawareness of the assessment capabilities in the commu-
nity. The instruments and techniqu6-appropriate for the target popula-
tion and for the goals of the process can then be selected.rA
Creating a coordinated process dpes not necessarily mean that all
the assessment given to a youth is identical. This may be the case if
a centralized location for assessment is designed where all individuals
entering the system are initially assessed. The coordination of assess-
ment through a "test menu" approach means that each agency or organizatio%
lists the range of instruments dr technique's-which it will use. This
allows for individualization among agencies, but more importantly,
members of the committee are aware of what specific techniques are used
by other agencies for assessment. This information will be helpful in
designing a plan to maximize the utilization of assessment resources in
the community and in sharing assessment results among service providers.
An example of how this process is initiated, is provided by the work
done on the Green Bay LMF. A survey asking the LMF members to list a
sample of the instruments and techniques used to assess youth elicited
the following list of instruments..
51'
Figure Two
Assessment Instruments Identifiedby Green Bay LMF MemberS-
A Sahling of Instruments Used by OrganizationsPrimarily Serving In-School Youth
7 SRA Achievement Test
- SRA Educational Ability Test
- Writing Assessment fromDepartment of PublicInstruction
SAT/ACT for those planning college
- Wisconsin Pupil Assessment
- Basic Skills Assessment
- Job-0 Occupational Interest Form
- Career Ability PlacementSurvey (CAPS) ,
= Career Occupational Placementand Education Survey (COPES)
Demos D Attitude Scale
- Crawford Small Parts Dexterity Test
- Minnesota Spatial Relations
- Major-Minor Finder
A Sampling of Instruments Used by OrganizationsPrimarily Serving Out7of-School Youth
AChievement Tests
Adult Basic Learning Examination(ABLE) I, II, and III
Developmental Math III-
Nelson-Denny Reading
Slosson Oral Reading
SRA-Arithmetic
SRA-Reading
Wide Range Achievement Test(WRAT)
Test of Adult Basic Education(TABE)*
Aptitude Tests
Bennett Test of MechanicaTComprehension*
Career Ability Placement Survey(CAPS)*
Differential Aptitude Test (DAT)
Minnesota Clerical
Revised Minnesota Paper Form Board*
SRA Pictorial Reasoning
Social Prevocational Information
Battery
General Aptitude Test Balttery (GATB)
Nonverbal Aptitude Test Battery
52
Dexterity Tests
Crawford Small Parts DeiterityTest*
Purdue Pegboard
yelper
Tri Level Measurement
Simuleted Assembly
Intelligence Tests
Revised BETA Exemination
Otis Employment Tests
Personality Tests
Career Orientation Placement andEducation Survey (COPES)*
16 Personality Test
Interest Tests
Career Occupational PreferenceSystem (COPS)*
California Picture Interest
Geist PiCture Interest
Gorden Occupational
Interest Check List
Kuder General Interest Survey*
Kuder Occupational Interest Survey(Form DD)*
Wide Range Interest-Opinion Test(WR1OT)
Strong-Campbell.Interest Inventory
Self-Directed Search (SDS)
Miscellaneous Tests
Dvorine Color Blindness
Wells
JEVS. Work Samples
Nut, Bolt, Washer Assembly
Rubber Stamping
,Washer Threading
Budget Assembly
Sign Making
Tile Sorting
Nut Packing
Collating Leather Work Sample
Grommet Assembly
Union Assembly
Belt Assembly
Ladder Assembly
Metal Square Fabrication
Hardware Assembly
Telephone Assembly
Lock Assembly
Filing by Numbers
Proofreading
Filing by Letters
Nail and Screw Sorting
Adding Machine
Payroll Computation
Computing Postage
Resistor Reading
Pipe Assembly
Blouse Making
Vest Making
Condensing Principle
Singer/Graflex
tarpentry
Masonry
Electric Wiring
Soldering & Welding47,(
Medical Services
Basic Tools
Refrigerator Heating and Air
Conditioning
Sheet Metal
- Small Engine,
Cooking & Baking
One particular agency mentioned several psychological, physical therapy,
speech and hearing tests available for purposes of assessment. Also some
agencies, serving primarily out-of-school youth, listed the following
instruments:
Work Activities Checklist
- Work Situation Checklist
- 'Wisconsin Career Information
System Questionnaire*
- London Procedure
- GED Predictive Test
- Northeast Wisconsin Technical
Institute Skills Inventory Form
- Basic Occupatjonal Literacy Test13OLT)
- Educational Development Plan
(EDP)*
- Job Service Interest Checklist
,01;t
1
ACT Career Planning Program -,
Skilled Trades Improkiement 0. gram
Application Form ...
- Farmers Union 'CITA Questionnaire
*An asterisk indicates those instruments named by more than one organization.
If a committee needs ideas for the kind of instruments or techniques
which could be used with youth,:specifically those youth identified as
disadvantaged, the,following 'list may prove helpful as a starting point4
for its research effort's. This list may offer, ideas of what a commUnity's
cUrrent assessment process has available, or o'f areas where additional
techniquesmay need to be coffSpered. Appendix 0 contains descriptions
of a few of the instruments mentioned in Figures Two and Three. The
assessment instruments mentionild in this Section and described in the
appendix do not jmply an'endorsement.. Furthermore, an omission of any
instrument does not imply a judgment of its value.
Figure-Three
Standardized Vocational 'Tests
Achievement- 1
Adult Basic Learning Examinatibn.
latiS:Quick-Scoring_Men al AbilitY
"Test,I.,'
Peabody Picture Vocabu arx.-Wide Range Achievement,Test. .
-* -Sequential Test of Educatilin Progress
Revised Beta.:
.. Wechsler Adult-IntelIigen'6i '.
Aptitude .'z' Scale: '-, . ..
Gene'ral Aptitude Test 6attpry. 'Haritic Intell,igenCe-Scate-. . .
Non-reading Aptitude.Testliattery NiskeY-Nebraska-'.
Flannigan Aptittide C1assifice11-91
Tests,
Differential'Aptltudejests
Bennett MechanicaVOTOreheni!**Test
Revised Minnesota Paper Frqm A
Board Test ".
,Minnesota Clerical Test
McDonald VocatiOnarta0abity Sáale:
Intelli9ence offGeneralLearnigg.,Ability
..Slosson Intelligence, Tett- .
Army General Classfftcai^(0
'Vocationa1,Inte11i4ence Sole
f0. the Adult Blinds
Ray,46%Tragi7eve ,Ma trTees .
Columbia 4Menti) 'Maturi,ty S6ale .
COoperative)S001"and College :
Ability- TeSts.,: .
.
:Arthur Point.Scalew&Perforniance'Tests ,
Interest.:
Kuder-General,InWest,
-.0hio*VocailOafIntereit SUrvey
Strqng 'VOtational Inter,c,st,Blan
4,44^
-1
Picture Interest Inventory
Vocational IRterest and Sophistica-
tion Assessment Survey
Gordon OccupatiOnal Checklist
AAMD Reading Force VocationalInterest Inventory
Minnesota Importance Questionnaire
Entry Level Job Listing, ,
Geist Interest Inventory.
Picture Interest'Explprationt
Self-Directed Search
Singer/Graflex Pictoria14Iaterest
Screening
Wide Range Interest Opinion Test
Performance Aptitude
Crawfo d Small PartsDextecjty T
Penpsylva BiManual Worksample
Purd:ue Pegboar
11
AAMD Behavior Adoptive Scales
Adjustment Inventory
California Psychological Inventory
Career Maturity Inventory
.16 Personality Test
Physical Screenings
,Manuometer (Strength)
Audiometer (Hearing)
Orthorater (Vision)
Reading
Gates-MacGenitie
Gray Oral Reading, Test
Stanford Diagnostic Reading Test
Durrell-Sullivan Reading Capacity
Work Samples
McCarron-Oal
Jewish Employment and VocationalMinnesota Rate Qf Manipulation Test Service Work Sample System
Hand-Tool Dexterit -Test Singer Vocational Evaluation
Stromberg Dexterity Test ,System
The Microjower System
VaApar Cbmponent Work-Sample
Series
Wide Range Employment Sample Test
Lincoln-Oseretsky,Motor Development
Scale
Minnesota,Spatial Test
Purdue Perceptual Motor Survey
Personali-ty
Mooney Problem Checklist
'Minnesota Multiphasic Persona1i4Inventory t.
Edwards Persoll Preference4,Schedule
Vineland Social'Maturity Scale
fromi Ge6ill, P. Diagnostic AssesSMW of Disadvantaged Vocational
Learners. Coqlege Park, Maryland: Uniersity of Maryland, ,
Department of Industrial Educatiod, 1919 p. 10.
Additionally,.thed<instrument developed by the ybcational
Studies Center.,(Attachments One and Two) can be used to,gather information
'
on competencies or skills necessary ,for employment.of youth and on
ihstruments or techniques which could be iised to assess for these skills.
Committee members can modify the survey to fit the goals -of their
coordinated osessment process and the identified target population. ,
4velop a Plan for Implementing a Coordinated Process
There are a variety of ways in which'an assessment process can be
coordinated. It may be decided to fund one centralized location where
all 'individuals must go to be assessed. Committee members may decide '
that an informal agreement among agencies be reached as to how a youth
will'be referred for asses5ment and how the results will be shared. It
is also possible that an agreement can be reached whereby standardized
referral forms are used as well as the forms for the .evaluation report
and plan.
One possible method of organizing a coordinated assessment proces
entails using the Levels of Assessment concept referred to in Figure One.
Assessment methods, and the type of,information obtained on *each of the
levels are described. Committee members can determine.the information
they would like developed on evh level for their community, and'identify
agencies that provide assessment services on each level. -Additionally,
members can identify by position who is qualified to perform the assess-
ment at each leve). For example, an instructor with a background on
assessment could, be involved in Level I. As more assessment techniques
are incorporated, as in Level II, further training by an individual willA
be required. A vocational counselor would be the type of professional
conducting a Level II assessment. Moving to the more comprehensive
level or a Level III assessment will necessitate a specialist in voca-
tional assessment to coordihate the evaluation. The critical points to
keep in.mind when determining who is qualified.to perform assessments,
espLially Level and II assessmentsoare that this person mus:tabe.
knowledgable about vocational and career planning and have the skill
to determine when a referral for more comprehensive assessment.is needed.
Not al) individuals needing assessment services may necessarily,
require a comprehensivt- assessment. However, the model allows'for a
range of assessment services, building to the Compreherisive
Organizing a process in such a fashion can have the following benefits: .
6656
040
1. Clear delineation of the type of assessment each
agency provides. Jhis can help avoid duplicationof effort and maximize the usage of services.
2. Enhanced communication among agencies as to thekind of assessment an indjvidual would receive at
an agency. This will facilitate communicationamong agencies as to the type of assessment anindividual receives. It may help to avoidunnecessary retesting of en indiyidual..
3 Effective method for a committee to use tooutline available asSessment services, respon-sibilities of each agency and how referrals amongthe three level's' can be achieved.
A com01ete description on hOW tO coordinate an assessment process
based on fhe Levels of Assessment concept can be found in the publica-.
tion Vocational Assessment'of Students with Special Needs: An Implementa-
fjon Manual. Readers are encouraged to utilize the information in this
planning guide.
The Green Bay LMF, when responding tes a 'survey on assessment, began'
to delineate.mbat it.believed should be involved...in a comprehensive -
assessment. It listed the following instruments and techniques as part
of this level.
1: academic assessment of reading and_math7skills
2. interest inventory
3. value checklist
4. personality work values
5. aptitdde battery
6. deeision-making activities
7. job and/or postsecondary researching actidties
8. 'physical capacities assessment
.9. work samples
.10. counseling
11. 'possible referral for further counseling and
assesSmerit
Identifying as a group what a committee believes are the'assessment compo-.
nents for each level can be a step toward designing a system based on the.
Levels of AsseSsment conttept.
Since assessment results can be used for designing an individual's
program, its impact.can be felt throughout the service delivery system.
Consideration for the following areas may play a role in how the assess-
ment process is coordinated.
I. Outreach/Referral/Intake
How an individual is brought into the system may bea consideration for the committee. Various outreachactivities may be coordinated, An example of anoutreach effort is the work being done by the GreenBay LMF. A resdurce guide is being developed foryouth to help them become more aware of servicesavailable to them. This guide will be distributedta schools, agencies, recreational areas and otheridentified locations. One service outlined in theguide is assessment.
Additional ideas for outreach activities are televisionand radio spots, advertisements in the paper and a"hotline" number whereby'further information can be
Intake procedures could also be s'tandardized if the .
committee determined it was necessary. The use of
standardized intake forms by cooperating agencies isone method for establishing an integrated approach.Establishing one centralized location for intake intothe service delivery system and for aSsessment services.isanother. In the Racine area, the representatiyesof the community-based organizations sitting on theassessment subcommittee for the LMF developed a planto create a Youth Center. Resources from the coopera-ting agencies will be allocated to create a centralizedintake and assessment service as well as other servicesthey deem should be co4Ocated.
In the areadf referral, the,Green Bay LMF is develop-ing a resource directory for Service providers repre-sented on the forum. It, is hoptd that the directory
will serve as an aid or starting pointjor referringyouth to appropriate services.. In the Ashland/SuperiorLMF assessment subcommittee, a standardized referralform was designed.to identify high risk in-schoolYouth for services. Attachment 16 illustrates theform used by the junior high and high schools in thearea. One of the services available to'the area highschool programs is assessment.
How outreach, intake and referral procedures aredeSieloped in a local area will depend on the needsof the community and the existing structure of the
service deltvery system.
2. ,Development of a coordinated employability ,4nd
educational,plan.
The committee will need to determine Wow assessmentresults will be shared once an individual is referred.Establishing a coOperative plan tan Assist in
58
a) designating who will provide followup of theindividual to insure that the results of theassessment are appropriate and the plan developedis implemented; and
b) determining whether additional assessment isneeded or a reevaluation of the plan is warranted.
The employability and educational Nan can establishperformaue goals which can be used to determinewhether a'youth is reaching his or her goals. Assess-
ment results Can assist in determining areas ofemphasis for a program and can be used to evaluate
whether the goals are being met. Attachment Eight
in Section Two was a sample format provided to theLMF's for ideas concerning the development of aninteragency employability and educational plan.
Developing a plan to implement a coordinated assessment process
may take the form of an informal or formal agreement developed by
committee members. Tihether an informal or formal agreement is reached,
there must be a purpose.for the agreement, guidelines_for policies and
Wocpures and a definite role for participants. Written agreements
must be tailored to meet the unique.needs identified by the commiqtee
members. However, theiollowing generalized format for agreements has
been suggested (Baumheier, 1978):
1. Introduction or statement of the nature of the
agreement
2. Purpose and goals
3. Administrative relationship
4. Referral procedures
5. Service provisils
6. Financial respoAibifities
7. Exchange of information
8. Joint community relationship ,
,9. Functions of toperating'personnel
10. Statement of time, duration and revision of the
agreement.
The committee will need to consider how its members believe the
assessment process should be coordinated, and should develop a plan
accordingly. It has been suggested that the following areas be specified
when developing a plan for implementation.
1. Administrative structure
2. Roles and responsibilities
59
3. Monitoring
4. Evaluation
5. Management information systems
(Schilit and Lacey, 1982, p. 84)
Another method for implementing a plan could be that of sponsoring
an interagency inservice or staff training workshop. Committee members
could bring together agency personnel involved in the coordinated
assessment process to explain how the plan will be implemented.and their
role inrearrying out the process. Careful planning of the inserVice
meeting it critical. Committee members will need to discuss who will
be inv.ited to the meeting, what topics will be on the agenda, who wi'll
-.."------/)
fund the meeting, what will be the evaluation criteria and how-the
participants will use the information acquired. Attachment 17 is a
summary df the various planning considerations.in the developmeni of an
\inservice training meeting.
Evaluate the Plan
A process for evaluating the coordinated assessment process should
be built in from èe start. Evaluation of performance'and results
provides information which enables service providers to measure effective-
ness and correct any problems which may arise (Schilit and Lacey, 1982).
The,committee will need to address specific issues when developing an
evaluation strategy. Members can use the following questions as a
starting point.
1. What are the specific outcomes the committee desires/expects to result from the implementation of its
strategy?
2. What methods (e.g. questionnaires, pHone calls,interviews, etc.) can the committee use to determineif these outcome's have been achieved?
3. Which of these possible evaluation methods willyield the most important information, given thetime and energy members are willing to investin an evaluative effort?
4. When will the,evaluation be conducted?
5. Who will be responsible for carrying out the evaluation?
6. When will the committee meet to analyze the evaluationdata and consider their impact on future planning efforts?
(Ferrini, 1980, p. 102)
.60 72
It has been suggested that the results compiled from the evaluation
be written in a Pi-actical and concise report format. A description of
the strengths, weaknesses, corrective actions and future plans should
make up the contents of the report (Schilit and Lacey, 1982).
Attachment 18 provides a worksheet which committee members can use
to develop and conduct their evaluation. When using the worksheet, the
following points should be kept in mind.
1. Evaluation goals which cannot be specified in one
or two sentences may require re-analysis or clarifica-
-tion.
4* 2. Key steps in the evaluation process should beassigned starting and completion dates. These
benchmarks then become management guidelines touse .when monitoring the evaluation effort.
IP. Responsibilities for carryipgoput the evaluationshould be assigned to specific Persons, and othercomponents of the process shouldNbe specified.The delineation pf responsibilities is 'crucialto the carrying i'ut of the evaluation effort in
an interagency context,
(Gugerty and Getzel, 1982, p. 30)
It is very important that committee members determine in the early
stages of designing the evaluation effort yhat the evaluation criteria
will be and what will constitute a successful. implementation. WithoutI
a clear idea of the goals of the evaluation rici what is bieng measured;
the results will have very little,meaping to the committe4 in providing
,feedback on how well it is fibTe.to coordinate assessment Services.
Benefits of a Coordinated Assessment Process
Developing and implementing a coordinated assessment process can be
beneficial to both a youth receiving the services'and te individua)s
providing'the services. A few of the benefits for,estalishing.such a
process are summarized below.
Communidation among agencies is enhanced.
2. Assessmebt services are maximized.in a CoMmu ity.
3. Assessment results are more fUlly incorpora ed into
the structure of a youth's.training.or eduationalprogram.
4. Assessment results can be'used to set protam,objectives and can then be a basis to tva uatewhether these 4jeCtives are met.
,
. .
' 61
Attachment Nine VSCUW-Madison
POSSIBLE ARIAS FOR MATRIX OF SERVICES
Recruitment
Admission
Least Restric,tive Environment/Mainstreaming
Vocational Assessment
Vocational Counseling
Vocational Training
Job Placement
Followup
Program Evaluation.
Monitoring
Prevocatidnal Programming
.e/Vocational Programming
Work Sampling
On-the-job Training
Curriculum Modification and,
Development
Remedial and SupportServices
-,Adapting Equipment andProviding Speci Aids
Facility Acdessib lity
Communication witti Community
63
Attachment Ten
LOCAL MANAGEMENT FORUMLake Michigan DistrictMelinda WaggonerCoordinator
MATUCES
1545 Sixth StreetGreen Bay, Wisconsin 54304
Phone: (414) 499.1428
. ..
SERVICES AVAILABLE TO .
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IN-SCHOOL YOUTN4t111
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AGENCY
COOPEPATIVS EDUCATIOMSERVICE AGENCY 3 .
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COOPERATIVE zwcATIonnSERV/CS /woo' 9
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.. --.-
X X ( X )
GREIN BAY PUBLIC ;PMI'S' i .x. x x ,x x x, x
,-
'x x (x)
JOB SERVICE WISCONSIN X1.
X XsA
ftX
MENOMINEE Emu TRIar.or wrscosso
00 I( x x (x)
NORTH CENTRAL TECHNICALINSTITUTE -XXXX x
,
x x
NORTHEAST WISCONSINTECHNICAL ngsTrarrs X X
,XX X
.
(X)...
OCCNTO SCHOOL DISTRICT 'XXXXXX4,
, ,
.
X X X X (X)*
ONEIDA TRIBE CETA PROGRAM(X) ---le-,\ . ! x x, x
0
(x). x
STOCKERIDGE-MUNSESTRIBAL CETA PROOAM (x),,, (x) x x x x,
,
(x)
- 65
comments on reverse side
COMMITS ( Services AVAILABLI to in-school youth 14-14
COOPERATIVI EDUCATIONAL SERVICI AGINCT 3
Professional. staff is available to offer these
services.(X) ()their, rifting skills program, alcohol and
drug abuse claims.
COOPIRATIVS IDUCATIONAL SERVICI-AGINCT I
Professiosal staff is available to offer these
services.
TAXIMIS UNION MA hocarros
Professional staff is available to offerlirse
servicus.(X) Other, Buie Skills Assassment Graat is
Gress Say sad ()coats
CRIES SAT PUBLIC SCSOOLS
(X) Sasic Skills Asasseasot Grant
JOS SERVICI WISCONSIN
Vas professional staff available to offer these
services.,
muompu INDIAN MSS CITA MANPOWER
(I) Sasic Skills Aspossment and Ramediatioaoffered through N000sinse School but youthCITA participsats prograss,is closely moni-tored
(X) otheri Trak Services Grant
NORII CENTRAL TICINICAL INSTITUT*
Professional staff is available for all services
NORIHEAST WISCONSIN TECHNICAL INSTITUTI
Professional staff is available for all services indi-
cated.(X) Other, Basic Skills Assesemest Grant in Green Say
awl Oconto
OCOWDD SCROGL DISTIICT
Professional *toff available ts offer all services
indicated.(X) Other, Basic Skills Amassment Grant
ONIEDA TUBS CETA PROGILUI
(X) Sasic Skills Assessment and Wit Skills Traininaprovided through GID program.
STOCTIRIDGI-MUNSEK TRIBAL CITA PROGRAM
(11
(x)
indicated
66
Sasic Skills Assessment and Vocational Assessmentprovided through local schoolsOther, Hosith and Safety classes
7 6
LOCAL MANA9EMENT FORUMLake Michigan Distrtct 4
Melinda WaggonerCoordinator
1545 Sixth StreetGreen Bay, Wisconsin 54304
Phone: (414) 499-7428
a
,_
SERVICES AVAILABLE TO
e.114
gt t4
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4......gg140Hy?g Z4> :14
.
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(13 CO
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.
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2t
OUT-OF-ScHooL YOUTH16-21 a
N>13'
. AOEN CY ip>
COOPERATIVE EDUCATIONALS ERVICE AGENCY 3
.
X X
.
X
'X X X X X , X
COOPERATIVE EDUCATIONALSERVICE AGENCY 9 X 4X X X
. -
X X X X
1X
fARmERS UN ION CETAPROGRAMS X X X (X)(X)X'X X X X X X
JOB SERVICE WISCONSIN.
X (X) (X) X X X , X X X X
, ,
MENOMINEE INDIAN TRIBEOF WISCONS IN CETA MANPOWER X X X (X) (X) X , X X X
.X
'
X
r
X . I X)
NORTH CENTRAL TECHN ICALINSTITUTE S
X X X ( X ),
-X
A
, X X
.
X X (X) Xa.
(X)
NORTHEAST WISCONSINCOMMUNITY ACTION PRO(RAM X X X (X) (X)
,
- X X
r--
X
. -X X X = X
r
NORTHEAST WISCONSINTECHNICAL INSTITUTE X X X (X) X X X X X ( X ) X X
ONEIDA TRIBE CEYAPR6G RAM X
...X X X X X X
, .
W ISCONS IN PRIVATE SECTORINITIATIVES PROGRAM X X X (X) (X) X X X X X X X
SKILLED TRADES IMPROVEMENTPROGRAM .
.,X
.,X- x
. ..X X..X. 'X X X X X X
comments on reverpe stde
67
COMMENTS (Service* AVAILABLE toeut -of -school unemployed youth)
Grime lay Public Scheele, Stockbridge Mimeos Tribal CETA, and Oconto School District do not serve
oet-of -school unemployed ionth.
Ihe Divieioe of Employeeet and Training Services end the Governor's Employment an4 Training Officeserve on the Local Managesent Forum but they are not involved intone metric's of service.. Youthprograms provide by,thess ageecles aro Omen* their grantees.
PAMIRS UNION arrAisocaMeVOCATIONAL A3SESS/2111' - TatervimeVOCAT/OML STILLS On the Sob Training
JOE SERV/C11 (;)
VOCATIONAL ASS1SSMENT - Interview and writtenVoCATIONAL SKILLS - Refer to tech. school
MOINES INDIAN TRISE CITA MANPOWER PROGRAMS (X)
VOCATIONAL ASSESSMENE- Interview and writtenVOCATIONAL strus
- Refer to tech; schoolTRAININGOMR - Touth'delinquency services
MORTN CENTRAL TECHNICAL Donning (il
. VOCATIONAL ASSESSMENT - Interview and written
FOLLOW UT - Survey
OTRER - Work evaluatios center, cam-prehensive GEO program
NORTHEAST WISCONSIN COMMUNITY ACTION PROM, (X)
VOCATIONAL ASSESSMENT - Interview and writtenVOCATIONAL SKILLS
- Refer to tech. schoolMINING
NORTHEAST vtscomus TECHNICAL INSTITUTE (X)
VoCAT/ONAL'ASSESSMENT - Interview and writtenFOLLOW UP - SurveyOTHER - Pre voc, basic skills
trainine
WISCONSIN PRIVATE SECTOR
VOCATIONAL ASSESSMENTVOCATIONAL SKILLSTRAINING
Ar
68 .:
INITIATIVES PROGRAM (X)
- Interview
- Contracted with techsdhool or on sltttralnine
LOCAL MANAGEME&T FORUMLake Michigan DistrictMelinda WaggonerCoordinator
SESPDIYoSAEM
1545 Siiith Street-Green Bay, Wisconsin 54304
Phone: (414) 490-7428
RVICES PROVIDED BY A.
EC/F/C PROJECT OR OMR?RECTED ONLY TO IN-SCHOOLUTH 14.le WITH IDENTIF/ED 'amums TO FUTUREM
!
OMENTfs
Lnat"ctionally m_miigadvantaqed, emotionallyiisabled, ste
AGEXCY, -
1
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1
4 4
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gCOOPERATIVE EDUCATIONAL,$ERV/CE AGENCY 3 .
....
.- X
-X X X X (X)
COOPERATIVE EDUCATIONALSERVICE AGENCY 9 .. ,.
.x' x x x x
.,
(1)
4FARMERS UNION CETAPROGRAMS X
.-
X X it x ,l't
x (x)
GREEN BAY PUBLIC SCHOOLS.X X X X
.X X X-X X X(X)
,YOB SERVICE WISCONSIN 1
1x
- .-
. .X X , .....
-X
-
_
MENOMINEE INDIAN TRIBE .
OF wISCONSLW(X) (X) fX) X X x X -
-.,
X (X)
NORTH CENTRAL TECHNICALINSTITUTE . (X)
.-
.
,(X) ,
- ,
.
NORTHEAST IIISCONS/11TECHNICAL MST !TUTS (X) X X X X.
,
(X)
OCONTO SCHOOL DISTRICTX X, X X X X (X) X
.
X X (X)
ONE/DA TR/BE CETA PROGRAM .
(X) (X) - X X '. X
'
STOCKBRIDGE-MISESTRIBAL CETA PROGRAM .
(X) (X).
X X X
I .
X
.
(X)
69
oommentsThn Reverse Side
. 479
5.
1,,
40514KINT1 (Servicas prorlaidhy.a1specific projeceor grant directed
only to in-school. youth 14 - 18 with
identified barrihre to.futuremmploymedi.)
^
COOP es.emn EDUCATiONAI,..SIINTU maid 3e
; (X) Career,24ntatiod-WSIS io schdol districtsin sevea
couhites(i) Vocational,Counailing, (i) antr() Basic
Skills Training iorApecial education classes
(I) Other, writing skills and,drug ea alcohol
abuse classie, Project Child linA
COOPERATIVI SIMGATICNAD smut waxy
urvie.a targeted to'handicapped youth
(X) Other, FrOfect Child Find-,. ,
?mails Moir. arrA ,fitocitAMI
All services.offerOd through Sd:mer Youth EMploy-
sent, On-the-Joh Training(I) 'other,. 840k Skills Assessment Grant
GRUM BAT PUBLIC SCHOOLS.
(I) ()char, Basic ''IkIlta Ofeisiree Grant-tb.
JOS SERVIGX Visalia=., .
All services indicated arC offeeed.at the jobservice office and targeted to specific grove
such as refugees.
'MENOMINEE INDIAN TIMM! CITA MANPOWER
(X) Basic Skills Assesmessit,
(X) Vocational AssessmanC,and (X). Resediatton
,provided by Menominee School but fouth
partitipates'progrese ars `blosely monitored,
.
sf' ir
41.
r ' .
NORINCENTRAL TECHNICAL INSX1,TUTI
prtittdedif.rmoimilitod.
TEGENICAL
offersAthrough GED/GOAL program,
Program .
Skillsasaissment Grant
SX) Sorriest' are
NORTHEAST WISCONSIN
Bae4c Skillsand Pre VocOther, bisic
1
scam DISTITGT
Yollow,up eveilable to youth enr011ed 1.5..the
Oconto filth School Bisic.Skills/Vocationsi
ProjectOther, Basic Skills Assessmitnt 'Grant
TRIBCCETA PROGRAMS
faiic Skills provided throuih GED piogruir
VoCationalAssessment on a needed basis'
STOCI3RIDC31 Mat ilIDAL CITA MOM:
4
`.
(X) Basin Skills Assessment and ',
(X) Vocationil Assessment provided as deeded hy
local schools and NW71 . .
(X) Other, Health and Safety Informiiiie Programs
40
LOCAL MANAGEMENT FORUMkake Michigan DistrictMelinda WoaggOnerCoordinator
r
SESPDIUN/D
1545 Sixth Streer'Green Bay, Wisconsin 54304
Phone: (414) 490428
. \,,
RVICES PROVIDED BY ACCIFIC pROJECT, OR 'GRANTRECTED TO OUT-OF-SCHOOLPIPLOYED YObTH 111-21 Wrrit.=IF= BARRIERS TOn..9114ENT
' Lli4
. ca
C.AGC,YEN
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i.
COOPERATIVE EDUCAT ZONALSERVICE AGENCY 3
'hooky
.
X X,
2C,
j 1'
X ----\\
r X X
.
COOPERATIVE' EDUCATIONALSERVICE AGENCY 9 .. X/ X . X . X
.X X '
.1
FARMERS uvros CETAPROGRAMS
`
X
--------..-'X X (X)X' X X X X.X"X
,
40B SERVICE WISCONSIN 'X (X)
1
.yC, X X
_.
X X '' ic
.
MENOMINEE iNDIAN TRIBE I
or WISCONSIN CETA MIMPOWER X
.X
.
ic (x) x x x x x x x x
NORTH CENTRAL TECHN/C.ALINtSTITU'TE: 1 X
,
X X- , CX X X X
Ibr
X -
4
X X . (x) x
. NORTHEAST WISCONSINCOMMUNITY ACTION PROGRAM X X X (X) (X) X X X X ' X X, X
NORTHEAS7 WISCOUSINtgaisrckt, rmsTrrtiTig o
.
I(
, x *ix) x x X X x?x x x x
ONEIDA TRIBE CM .PROGRAM , ci
,X X (X) X X x X X X
t
, ..WISCONSI( PRIVATE SECTOR '',INITIATIVES PROGRAM -,X X
,
X i X) 4(X) X X X ' X , X
.
X X.4
SKILLED TRADES IMPROVEMENTPROGRU -
.
.
X X X. (X) X' X X X (X) (X)
.
.
00*,
Commehts Op Reverse Sides
. . 8 1- 1 71, .',..... .,
N . .. .
.7..
COMMIS (Services provided by a specific project or grantwith identified harriers to employment)
COOPERATIVI EDUCATIONAL SERVICES AGENCY 3
Project Child Find
COOPL1ATIVI EDUCATIONAL SLIVICZ AGING* 9
Project Child rind
PAMIRS UNION CITA PROGRAM*
0e-the-Sob TrainingRasta Skills Isprovesset ProjectOcoato Nish School Vocational/44sta Skills Project(I) Vocational Assessmeat by Interview
ioa SERVICI WISCONSIN
Services are offered to terget groups such amVeterans, Refugee, etc. A new program will be
targeted to Nigh School graduates not going oa
to college.(X) Assessment boik - interview and written
MENOMINIII INDIAN T1/1II CITA MANPOWER PROGRAM
Youth Employment and Training ProgramSummer Youth Employeent Program
Youth Services Program
(X) Assessment both interview dnd %mitt.*
(X) Other, special service tAi youth with
delinquent behavior
RORY* CENTRAL TICHN/CAL INSTITUT*
Pro-Voc 494 Class Site Projects(X) Assesteant both interview and written (CITA
eligible youth Olt charged for asseseeent)(X) follow up by surVey of graduates plus the
required CITA follow up(X) Wort evaivatios center, Cosprohansive GED
directed to out-of-school unemployed youth 16 - 21
NORTHEAST WISCONSIN COMMUNIT! ACTION PIOGRAM'
Adult Work Experience (Large number of youth involved)
(X) Assessment interview and writtea
(I) Refer to tech schoola
NORTHEAST WISCONSIN TECHNICAL IISTITUTI
(I) Assessment tfiterview and writtes
(X) CITA required participant tracking and follow-up(X) Other, Pre Voc. Basic Skills Training(X) Other, Vocational Informatios Service(X) Other,Basia Skills Aseaseasat Grant
ONEIDA TRIER CITA PROGRAM
(X) Vocational asseissent referred
WISCONSIN PRIVATI swum INITIATIVIS PROGRAM
(X) Vocational assessment-interview.(X) Vocational skills training referred to tech.
schools or on site
SKILLED TRADES IMPROVEMENT EROGRAN
(X) Vocational Assessment mita Entry Program - typing
test
40
Son Traditional Employment - Coat/nous assessment by
instructors
41
72
11.
LOCALMANAGEMENT FORUM Attachment Eleven
Lake Michigan District SURVEY RESULT'S
TASK FORCE MEET.ING July 29, 1982
The following information is from a survey of, local employers conducte0 by,
Mike Zenko of the Green Bay Basic Skills Imp-rovement i?roject..
Wh1le this survey was not speetfically designecrto meet Forum needs,of
identifying core competencies or Oills needed.for-employment and their cor-
responding levels or benchmarks, it is useful in indicating employment skills
'and establishing notable trends.
Of the 180 respondents 165 employers indicated skills needed for employment
Of the 180 respondents 86 indicated the skills Most lacking in applicants and
'young employees
The following Categories of employers responded:
Food Industry-
Manafacturer
Retail
Machine shop
14
22
85
8
Service 20
Paper Induury 4
Trucking 4
Medical 3
Construction
Engineering
Wholesale
Computer
7
4
6
3
slIps NOTED MOST FREQUENTLY (in ranking order)
4(courteous/
Affective 1. Uses eppropriat language Ind interpersonal skills personality)
2. Displays motivat'1ton and interest in trork
3. Cooperates with teachers/supervisors and peers/co-workers
4. Reliable,in attendance and punctuality
5. Maintains clean and neat appearance
6. Shows good judgement and,problem solving skills
7. Airs work with accuracyCognitive
or
General1. General number use (Add/Subtract, Multiply/Divide, Count)
2. Verbal communication
3. Reading (level,rate)
4. Mechanical
5'. Spelling
6. Written communication
7. Physical strength
8. Comprehends and cap follow instructlts (liltening)
73
Attachment T/elve
SKILLS MOST LACKING
8 APPEARANCE: Food Ind. (1) Retail (5) Manufacturer (1) Wholesale (1)
5 ATTENDANCE: Food Service (1) Manufacturer (1) Retail (3)
7 ATTITUDE: Food Service (1) Retail V) Machine Shop (2) Service (1)
23 BASIC ED: Food Service (6), Manufacturer (1) Retail (13)
Machine Shop (3) Service (2) Trucking (1) Construction (1)'' '
Wholesale (1) Lomputers (1)
1 BUSINESS MACHINE KNOWLEDGE: Food Servide (1)
12 COMMON SENSE: Food Service (2) Manufacturer (1) Retail (6)
Service (1) Medical (1) Wholesale (1)
15 COMMUNICATION & TELEPHONE: Food.ServiCe (2) Retail (8) Service (2)
Manufacturer (1) Paper (1) Engineering (1)
...)7 EXPERIENCE: Food Service (1) Manufacturer '(1) Retail (4) Paper (1)
13 LANGUAGE: Food Service (3) Retail (8) Service (2)
3 LISTENING: Food Service (1) Retail (1) Paper (1)
I PHYSICAL: Food Service (1)
6 SERVICE: Food SerVice (1) Retail (3) Service.(1) Engineering (1)
7 UNDERSTANDING DIRECTIONS: Food Service (1) Retail (2) Manufacturer (1)
4.
Service (1) Paper (i) Engineeripg (1)
1. Basic Ed.
2. Language,(grammar/swearing)
3. Communica.tion & telephone
4. Common4Sense
5. ApRearance
75
Attachment Thirteen
-NAFFECTIVE SKILLS
Work Attitude Skills
Reliable in attendance and punctuality Food Ind. 1 Retail 2 Service 2 5
Cooperates with teachers/supervisors and peers/cowkrs Food Isnd. 1 Retail 4 7
Wholesale 2
Uses appropriate.language and interpersonal communicationskills Retail 2
Service 115
Court.eous Retail 1, F od Ind. 1 Personality Retail 9 Service 1
Maintains clean and neat ap earance (appropriate to setting)Retail 5 5-
Displays honesty Retail 1, Medical 1,Wholesale 1 3
Displays motivation and interest in work Food Ind 3, Retail 3, Mach. shop 1 8
Service 2
Able to adapt to changes in work envoronment and routine Service 11
Will slek assistance when needed Retail 1 1
Shows respiqi for tools and equipment Service 1, Engineering 1 2
Accepts correnctions and criticisms
Work Performance Skills
Follows instructioni, procedures Construction 1
Abides by safety reles and procellures Retail 1
Reltembers procedures, locations without reminding Serivce 1
Works independently Service 1
Performs work with accuracy Retail 21 Service 2
Assumes responsibility Retail lt_Service 1, Wholesale 1
1
1
4 .
3
Shows good judgement and,problem solving skills Food Ind. 1, Manfu. 1,Paper 1,Computer 1 4
Completes assignments.on schedule
Able_to organize Oyork tasks
Able to stay on task without becoming easily distracted
Work Tolerance Skills
Performs will under stress Constrigction 1
Shows normal physical strength and stamina Retail 2
Willing to do same job repeatedlyAble to concentrate for norm k periods
Performs consistently in normal wo k periods
77
1
Attachment Fourteen
COGNITIVE SKILLS
quantitive/MatertalWunt-Food Ind 2, Manru. 1, Retail 6, Service 1, Wholesale 2 12
Read numbers and Record-Food Ind.1, Wholesale 1 2
Add/Subtract Food Ind. 3, Manfu. 6, Retail 11, Mach shop'1, Service 1, 24
Paper Ind. 1, Wholesale 1
Multiply/Divide-Food Ind. 2, Manfu. 2, Retail 11, Wholesale 2 17
General Number Use-Food Ind 4, Manfu. 6, Retail 19, Mach shop5 Service 1, 41
paler 3, Wholesale 34
Familiar with monetary values Retail 1_1
Verbal Skills
Reading Level Food Ind. 1, Manfu 5, Retail 17, Service 3,Engineering 1 28
Wholesale 1
Reading Rate Manfu 2, Retail 24
Spell commonly used words Food Ind. 1, Manfu 1, Retail 9, Service 4, Paper 2 17
Verbal communication Food,Ind 1, Manfu 5, Retail 19, Service 5, Paper 2, 33
Wholesale 1
Witten cOmmunication Food Ind. 1, Man.fu 4, Retail 7, Service 1, Paper 2,17
Engineering 1, Wholesale 1
Comprehends and can follow verbal and/ox written instructions Manfu 1 , 5
Retail 3, Paper 1
Record information0
. Perceptual Skills
Auditory discrimination'Manfu,l, Paper 1 2
Form perception Retail 3
Space perception Retail Engineering 1
' Color perception Retail 3, Construction 1
'touch discrimination Retail 1, Construction 1
LangUage Skills
Listening Maniu 1, Retail 2
Gramati,cal expression Service 1
Nonverbal expression
Psychomotor/Physical Skills
3
3
4
2
3
1
Physical streagth Food rhd. 1, Retaij. 3, Trucking 1, Construction 1 '6
Hand-eye coordination FoodsInd 1, Retail 1, TruckinA,1
8 b'
Manual dexterity Retail 33
MobilityEquilibrium/balance
Other categories frequeatly indicated
Mechanical -Manfu 7, Retail 4, Mach shop 1, Service 5, TrUcking 2, 22
Construction 1, Engineering 2,
Techni.cal (comments)
typingoffice skills, key punch (5)fashion sense
drivingdeliveryelectrical skillscomputercarpentrysewingsalesbusiness sense
S./
80A
SKILLS NEEDED FOR EMPLOYMENT
.
Do you assesslthis skill% 1
,
(Circle One) .1
,
Howthis
A.
B.
C.
D.
E.
F
do you assessskill?
Application FormInterviewPre-employm nt Test
Performanr Evaluation
Other (P ease Specify)All the above
If known, whatlevel of skill is
required? (i,e.
6th grade readinglevel or specify
what reliableattendance means
to you)
Is skill
neededprior toemployment?(Circle One)
If yes where doesindividual learn
the skill?
A. School
B. At HomeC: Prior Employment
D. Other (PleaseSpecify)
E. All the above-
As an employer,.are you will.ing
to train forthis skill?
(Circle One) .
.
Other informtion thatmight be 9
helpful to
the LMF?
.
COGNITIVE SKILLS
1. General number use (add/
subtrict, multiply/divide,count, make change and .
work with money, measure-
ment use)
yes no
.r
N/A
,
yes no ..
,
\
.
yes no.
-
2. Verbal connunication
A._Appropriate language
yes
yes
no
no
., yes no . yes no
.
,N/A
N/A yes no, yes no
B Grrwar yes..._ _ _
L t. _ _ __.
,yes3. isening_f-------
4.. Reading__yes,
4.-----,
no
no
10n
nI o
no
nO
no
no
I
no
ino
no
1
no_
no
no
no
no
no
no
N/A
......t.
yes no, yes rib
N/A .
yes no yes no
N/A yes no yes no
A. Following writteninstructions
4-
yes.
yes
yesi
yesi
yes
yes
yes
yes'
I-yes
yes.
yes
.!
N/A.
.yes no
.,
yes
.
no.
.,
B. r.-4r0;.r1ate rate for
raterial
5._ Writing Skills
tN/A
N/A
. yes
yes
__,......
no.
no
4yes no
hoyes
A Correctly completing
a job application
, -form
8._Proper use of_granmar
N/A
N/A-
N/A
yes no .
,
yes no
.
.
yes no yes no
C. Co,Jlete sentences_whc,n necessary.
6. .I.Pgile hand writing.
7.Accjrdte spellig_...
yes no yes no
no
110,
N/A
N/A
yes
yes
no yes .
_._
.
rno
no
yes
OTPqR STILLS
1: Mechanical reasoning_
2 Physical strength Iyes
.A. Stal^ina (sitting,
. . _stan11n2)
C h1,1-ce 1
D. DP/tprItylyes
E Coordinat_lop 1Ye_s1
N/Ayes
yes no
0.
WI:L._
N/A
N/A
N/A L
N/A
N/A
/ yes no
yes no
yes
1yes
yes
yes.. ...i
yes
yes
no--!.
no
no
no. ..no
«-.
L,
I
yes no.. _ ..........
yes no'
yes po
yes no
.___-___ ....
8o
a-
I
SKILLS NEEDED FOR EMPLOYMENT Do you assess I How do you assess If known, what Is skill If As where does As an employer, Other informathis skill/ this skill? level of skill is needed individual learn are you wi 1 1 ing tion that(Circle One) A. Appl ication Form required? (i .e. prior to the skill? to train for might be
B. InterInew 6th grade reading employment? A. School this skill? helpful toC. Pre-employment Test level or specify (Circle One) B. At Home (Cirdle One) the LMF?
D. Performance Evaluation what reliable C. Prior EmploymentE. Other (Please Specify) attendance meanS D. Other (PleaseF. All the above to you) Specify)
E. Al l the above
kFFECTIVE SKILLS -`I. Displays motivation y/ts no N/A yes no yes no
and interest in worka. Cooperates with super- yes no N/A yes no yes no
visors and co-workers
A. Accepts corrections yes no N/A yes no yes no
and criticisms.
B. Able to accept yes no N/A yes no yes no
hautority- . _. s
3. Reliable _in attendance yes no N/A yes no ye no
i1. Rel iable in punctual ity yeS no. N/A yes no
ye no
5. Maintains clean and yes no N/A yes no yes no
__peat, appearance - -r-5. Shows good judgrlent .
es no yes no
and D robl err solving yes no N/Ay
skills-I-A. Able to work indepen-
dently without con- yes no N/A yes no yes no
.t.,iiit suoervls Ion_....._____ .
B. Shofis respect for yes no N/A yes v O yes no
tools and eqa.ipment__ -C. Abide-, by safety yes no N/A . yes no yes no
rule and prooduress
D._Ableto organize tasks., Yes no N/A yes no yes no
E. AbIP to stay on taskwithout becoing yes no N/A I
yes no yes nom,easily distracted._. . - .
F. Assynes respocsibil- yes no N/A yes no yes no
ities .
:-
7... Performs work accarately yes no N/A yes no yes no .
.....___
A 0,ial ity yes no N/A yes no yes . no'
I 8. Pt-Wu( t i on yes no N/A L yes no yes nO--_---C. Speed yes no _N/A y-e-?1--qt yes no ... _ .
_ _
9-i
Attachment Sixteen
STUDENT REFERRALTO THE WISCONSIN YOUTH INITIATIVE PROJECT
THE FOLLOWING LIST ARE INDICATORS.OF PROBLEM AREAS A YOUTH MAY BE EXPERIENCINGWHICH CAN RESULT IN POOR SCHOOL PERFORMANCE. THERE IS NOW A PROGRAM AVAILABLETHROUGH THE WISCONSIN YOUTH INITIATIVE (W.Y.I.) TO ASSIST THESE YOUTH IN
COMPLETING THEIR EDUCATION. IF YOU BELIEVE YOU HAVE A STUDENT IN YOUR CLASSWHO IS IN JEOPARDY OF FALLING BEHIND IN CREDITS OR MAY BE DROPOUT PRONE, PLEASE
COMPLEIE THIS REFERRAL FORM ANDSUBMITAT TO: r
REFERRED STUDENT'S NAME DATE:
THIS STUDENT HAS EXHIBITED THE FOLLOWING:
1) POOR OR ERRATIC ATTENDANCE RECORD
2) REPEATED TENDENCY-TOWARDS TARDINESS
3) EXCESSIVE DISRUPTIVE BEHAVIOR IN THE CLASSROOM
CHECK THOSE WHICH APPLY:
4) LOW ACHIEVEMENT IN DAILY CLASS ACTIVITIES
5) POOR OR FAILING SCORES ON TESTS
6) LATE OR MISSING HANDING IN ASSIGNMENTS
7) INABILITY TO RELATE TO PEER GROUP
8) INABILITY_TO RELATE TO,AUTHORITY FIGURES
9): LOW SELF-ESTEEM
1C)) POOR SPEECH PATTERNS 04NABILITY TO USE LANGUAGE EFFECTIVEL-Y
11) INABILITY TO CONSTRUCT-PROPER SENTENCES/POOR SPELLING ABILITY
12) yOSSIBLE DRUG OR ALCOHOL PROBLEM
13) POOR COMMUNICATION BETWEEN HOME AND SCHOOL
14) TALKS ABOUT QUITTING SCHOOL
1 ) ADDITIONAL COMMENTS:
WOULD YOU BE WILLING TO MEET WITH ME,TO FURTHER DISCUSS THIS
STUDENT?
TEACHER/GUIDANCE SIGNATURE (OPTIONAL)
83
Attachment Seventeen
GENERAL CONSIDERATIONS IN PLANNINGAN INSERVICE MEETING
Mechanics
A well-conducted and smoothly run training session contributes tothe effectiveness and sutcese of the training. Careful attention to
details in preparing ft:r the session wilrinsure a smooth delivery. The
to/lowing outline presents considerations and details which are important
in planning an inservice training session.
Phen
Since there are numerous details that must be taken care of, adequate
time must be allowed for platining. Four to six weeks is suggested as the
mfnimum time needed for preparation,
To choose a Suitable date, the trainer needs to:
- Select a few alternate dates,
- Learn which' of the dates are best for a majority
. of participants. (It is selOom pOssible to find
one date that is conyenietiO/for every person who
wished to attend.) It is advisable to discuss
tentative dates with administrators. This helps
promote.a better rerationship and cooperation,
- Learn if rooms are available at the'chosen time,
khere
The ffrst.consideration ts to locate a convenient meeting place that
.is easy to re4ch. The participaht's decision tO attend may be based on
the, conyinienCe of getting to and from the training site, Thetrainer
.must be sure that tile site is accessible to handicapped speakers or par-
ticipants.
la scheduling a meeting room, specific ariangementsineed to be
made: ;
- An.appropriate size
- Correct number of tables and chairs
Suitabiltty of rooms for audio-visual presenv,tation (Do windows have adequate,shades orcovering to darken the room?)
- Arrangement ofthe tables and/dr.chairs(clasSimbm, conference, theater or hollowsquare style). The conference or hollc4square style is most,desirable and mostcondupive to discussions,
Arlingements for,small group activities ff needed
- A lectern or podium .
Pitchers/
ofice wateApand glassee on the tAles
mr 9 3
Other r'onsiderations Are £1,4ied Below . ,
- A well lit room tt;at iS adequately'heatO 'andventilated is important. Acoustics should also
be checked. -
,
Check for ample'parking and adequate restrooms.
Find out if special keys will be needed forevening sessions.",
asonable eatiog accommodations should bevsilable.
.
f the trainirig sessions are to be-held out of,wn:it will be'necessary to worIc with a hotelchedule adequate meeting rooms and.acient number of sleeping rooms, both single'uble'occupany. Also be sure that there
adeguate,,f04 service available. .Special'om rates are.Often available:
e,_
-.'Invitation'
,
c
4, 0
.Contact 5'participAts early enough. Be aware ,that particip,ants
may need to ad bre to certain.time requirements for-ielease frOm their
normdl workt.s edule. ,--
The invitation ahould include:. .
- go.ils and descr4tions of training session
place (cotplete address including city and state)
- time (beginning and ending times)
."- date(s) . - ', . . . .
A., ...1
- name of group presenting the,training aessiOn ,. ,.
,!, e
(including adaress and phone),
1
,. -. ...,,,,..; .,
- request for.a liwill.or will.not attend!' reiponse. :, Include a deadline date for this response 7 ., - , :
,
r.
- additional information such as "Bring the :. ,
-'ity'... 4
following materials..." or "Please specify any .. . '4.
, special accommodations you may need": o. ,1
.0., ..4
Keep dareful count of all, who are.attending. "'Follow up whin,necessary...,- ., .. ...
. ,
. ,.
Additional 1'4:formation4
. .-..
.
-,..Provide name tags.for everyone at'the -,. .
'-training session'..7 ". , ..
A Refteshments,,parti,cularly coffee and tea, aKe:.,'appreciated-b)(,thb-psrticipanta and gontributbto a successfu1 training session.
7.,It is advisable-to aghedule bieaksafter 1 1/2.to 2 hours öf tiaining. Participanta'appreciate:the''availability'Of're(reshments during breks.
4 ., .
-
.400S
*el
Following the above suggestions will not guaraQtee that you, will
conduct a successful conference, but will increase yoUr confidence and
peace of mind.
The following list, taken from Bakeman (1972), will help minimize
problems and eliminate potential frustration and embarrassment:
- spare lamps for all projectors
- extra lenses (or zoom lenses) if you'll be
using different size rooms
- lens cleaning tissue
- masking tape (at least one inch wide)
- AC extension cord with at least two connections'
(you might need more),.
- adapter plug for grounded AC plugs
- film and tape take-up reels 4
- slides already in trays and checked to make
..sure they are in properly
- any cords needed to connect equipment
- enough copies of handout materials for everyone
in the class
Preparing the Agenda
To increase the effectiveness of the workshop, it is useful to surveythe participants regarding their/needs and areas of expertise. Such a
pre-working survey aids in planning activities to meet the specific needs
of participants.
Once, survey information has been gathered, an agenda can be prepared'.
Consideration should be given both to meeting the organization's needs andAllowing for the individual differences among participants. .Carefulplanning can make it possible to accommodate the varied levels of experienceand the varied areas nf interest among persons attending the workshop. In
'some instances it may be useful to group participants for peer teaching
activities. For example, a special education and a vocational education
Leacher who are both interested in helping learning disabled studentssukceed in vocational.education programs, may wish to work together to
plan modificatiOns..
, In preparing an agenda, it is useful to plan for specific units of
time. It is also impOrtant to select those audio-visual materials andequIpment which mill best meet the stated needs of participants. Be sure
to hchedule, well in advance, items such as film, video tapes, projectors,screens, televisions, blackboard and chalk. Before the training sessionbegins,be sure that all handouts, worksheets, paper and pencils plus othermaterials that will be used during the sessions are on hand.
EVALUATION
The purpose of evaluation is to provide informationiupon whichfuture plans can be based. Different kinds of evaluation should be
87 9
performed by the various parties involved in the inservice eflort. The
trainer, the participants and the organization's administration willeach have a different view point from which to evaluate the inservice
program. .
The trainer or workshop leade may wish to use the chart attached
with this handout to assess his o her effectivenesd after each session.
Participants should be asked to,provide feedback on the effettivenessand appropriateness of the workshop. Its format, length, materials,
organization and delivery should be considered.
Insaddition to evaluating the workshop itself, assessment of thelong-term effects of the inservice program,may be desirable.' The organi-
zation's administration may want to determine whether participant's atti-
tudes or behaviors were affe"Cted by the workshop. A follow-up survey
or a comparison pf behaviors before and after the workshop could be
developed. Any such evaluation should be based on ilegoals and needs
01 the organization, and should be considered while planning the inservice
program.
Fom: Tindall, et. al. Puzzled ab,out ecacating special needs students?
riser's Guide for the Handbook on Modifying Vocational Curricula for
Handicapped Students. Madison, Wisconsin: WisconsN Vocational Studies
t980. .Excerpted from Chapter 1, "G:eneral Considerations in Planning
an Inservice.Meetine:
9 6
is
Attachment Eighteen
PROGRAM EVALUATION PLANNING WORKSHEET
This worksheet is designed to aid a multiagency evaluation team in sorting through )
some of the basic steps in planhing a research project. The planning tasks sug-
gested are,not :all inclusive and should be expanded as needed for a particular
project.
1. Goals of the program to be evaluated (speci.ty by agency if appropriate):
,2. List the timetable for completing each of the following activities of the
planned research projects:
a. Designing the Study
b. Data Collection
c. Data Analysis
d. Completed Report
e. Action on the Results
Starting Date Finishing Date
.7P
3. List the specific rol fecti team member in activities (a) through (f)
below:
a. De'signing the Study
b. Data Collection
c. Data Analysis/Interpretation
d. Writing the Report
Reporting the Results
f. Actt;12 on the Results
Name and Agency
4.'Identify the sources of available data for the study:
.-Locat ion(s)
a. Manual Student/Client Records
6. Other Manual Records
c. Computerized Student/Client Data
d. Computerized Agency Data
e. Manual_Agpocy Data
f. Machine Readable Data Available
#g.
89
Fi_qure. Twenty (contd.)
5. Outline the data collection .
methods to.be used:Population & Agency from whichdata will be collected:
a. Surveying a sample
b. Obtaining.data from manualrecords
c. Obtaining data from MIS
d. Other
r ..
6. Statistical Analysis used in the study:
a. Correlation analysis
b. Test of significance
c. FrequenCy and.percentage
d. Other
7. Methods of Issemination: ra. Highlights or abstract
4
b. Report.to Certain Personnel.
only
c. Formal Repo t
d, State or national, publication
e. News release
f. Other ,.
.
presented by presented to
.*
8, What are)the possible implications of the evaluation for service delivery?
a.
b.
c.
9. ,What are the plans for imslementing the possible recommendations which may beindicated,by the res'ults of this research project. .
a.
lb.
c.
101 Additional Notes and Comments:
dapted from the Research Project Planning Worksheet (Author and date unknown).
90
96
References
Abbas, E.K., and Sitlington, P.L. (Eds.). Issues in ttie preparing for
vocational prcgramming. of special needs'students: Synopsis of
selectqmateria 19/6.
Baumheier, E.C., Welch, H.H., and Mohr, J. Cooperative arrangements and
interagency linkages in vocational rehabilitation. Denver, Colorado:
Regional Rehabilitation Research Institute, Center for SocialResearch and Development, University of Denver, 1978.
Dahl, P, et. al. Mainstreaming_ guidebook for vocational educators
teaching the handicapped. Salt Lake City, Utah: Olympus publishing-
Company, 1978.
Ferrini, P., Matthews, B.Foster, J., ind Workman, J. The interdependent
community: Colla4e-Kative.planning for handicapped youth. Cambridge,
Massachusetts: Technical Education Research Centers, 1980.
Gemmill, P. Diagnostic assessment of disadvantaged vocational 'learners.
College Park, Maryland: University of Marylan'd, Department of
Industrial Education, 1979.
Gugerty, J., and Crowley, C. Vocational assessment. In Puzzled about
educating special needs students? A handbook on modifying Vota-
tional curricula for handicapped students. M dison, Wisconsin,:
Vocational Studies Center, 1980.
Gugerty, J., and Getzel, E. Evaluation of interagency ollabo ation.
Exceptional Education Quarterly. Austin, Texas: P 0- 3(3),
1982, 25-32. ,
Peterson, M., and Hill, P. Vocational assessment of students with special
needs: An implementation manual. Commerce, Texas: Occupational
Curriculum Lab, East Texas State University, 1982.
Priestley, M. ,
Performance assessment in education and training Alternative
techniques. Englewood Cliffs, New Jersey: .Educational TetAnologyk,Rublications, 1982.
Schiliet,'H., and Lacey, R. ,The private sector youth connection, volume 1:
School to mork. New York: Vocational Foundation, Inc., 1982.
. 9,9
91
Section Four
1i 11.11
rinnotated Bibliography
t.,
t.
I
..
le
z_
i
I
1
.
,
The resources listed in this section are a compilation of selected
materials available to the reader who seeks,further information on voca-
tional assessment. The materials cover such areas as suggested instruments
and techniques to use in diagnostic and compre4n"sive assessment, how to
select an instrument, and general issues related to the fiend of voCational
assessment. Information pertinent for determining competencies necessary
for employment is also,included. Additionally, several studies are
mentioned which.describe possible approaches,for developing a coordinated
asse%sment process in the service delivery system.
The bibliography listings are'in alphabetical order by author,
followed by'a short summary. Jhe materials in this section can be useful
to administratars, teachers, counselors, assessors and professionals in
employMent and training programs in their efforts to meet the vocational
and career planning needs of indiViduals they serve.
93
101
Backer,.1-:-E. Client assessment: A manual for employment and training
agencies. Los Angeles, Califarnia: Edwat'd Glaser and Associates,
1979.
This volume provides information employment and training agenciescan use in 1) developing and operating client assessment programs; .
and 2) identifying, adapting or developing special assessment techniquesfor severely disadvantaged clients. In the manual, 1basic concepts ofclient assessment are preunted, followed by strate ies for assess-.ment program development (including how to retrieve needed informa-tion), and finally information on a range of specif c,assessment
techniques. (Abstract)
Batsche, K., and.Zaorski, M. ComPetency basedlpreporting: A programmed
learning manual for use by vocational teadhers.
This manual describes the process used to develop the CompetenoZ
Based Reporting System. The system provides two purposes: 1) l(he
development of competency lists for vocational programs to assistinstructors in oqtaining a working knowledge of the skills taught;
and 2) a listing of competencies whi.ch assist employers in. judginga student's leC/el of knowledge and skills. The coRtents of, the
manual contain such information as pre-employment competency list,'mathematics skills competency list and a sample of competencies
needed in a specific occupational area.
Botterbusch, K. A Comparison Of seven vocational evaluation systeMs.
Menomonie, Wisconsin: Universtty of Wisconsin-,Stout, Stovt Vocational
Rehabilitation Institute, Materials. Development Center, 1976.
This publication compaFei'tne TOWER system, Philadelphia JEVS WorkSample Battery, Singer Vocational Evaluation System, Talent Assess-ment Programs, Wide Range Employment Sample Test, McCarron-DialEvaluation System, and the VALPAR Component work sample series.Comparison points include information about the developer, organiza-
tion of the system, process followed, administration procedures,scorfng and norms, client observation, reporting, purposes, trainingrequirsed, and technical considerations.
Boiterbusch, K. A comparison of four vocttional evaluation systems.
Menomonie, Wisconsin: University of Wisconsin-Stout, Stout Voca-tional Rehabilitation Institute, Materials Development Center, 1977.
This publication compares the COATS, Hester, Micro-TOWER and VIEWS
vocational evaluation systems. Comparison points include informationabout the deVeloper, organization of the system, process followed,admjnistration procedures, scoring and norms, client observation,reporting, purposes,.training required, and technical considerations.
95
1 02
Coone, J. Linking math, reading and wri.ting skills to jobs. San
Mateo County, California: CETA Prime Spon,sor Office, 1981.
'The manual describes a process deNieloped by San Mateo CountyCETA to identify the basic skills required for entry into training
programs in their local area. Once the skills are identified, anindividualized instruction plan is developed to help a xlientachieve the skills needed for entry into a program he or she has
,selected. The basic skills clastes'are specifically directed atthe skills which need remediation, helping to make the materialcovered in the class motT relevant to'the client: Thck individualized
instructional approach allows each client to move at his or her own .
pace. a
4.
Fled, H. Assessment and exploration program: South Natick, Massachusetts:
Memorial School, 1979.
This manual describes e two year program for juhior 'high school agg
students. The first'year offers exploratory experiences using avariety of Vocational awareness activities and simulated job sample
./Pkits (Project Discovery). The second year of the program involves,vocational assessment with the specific objective of helping students
set personal vocational goals. A program outline and description
. ofiresponsibilities cif the professional staff involved in the'program
are included.
Gemmill, P. Characteristics of disadvantaged learners, College Park,
Maryland: University of Maryland, Deparf6iFf7TIndustrial Educe-
tion,, 1979. 4
This booklet is one o'a ;eries designed to assist vocational educa-
tors with disadvantaged lqarners. The series was designed to develop
competencies needed,by vocational teachers working with.disadvantaged
leaeners. This specific booklet is a learning activity package toat
aSsist vocational educators in .defining the'term Misadvantaged .
learner", identify the cha*teristics of disadvantaged learners, and'facilitate ,the identification of disadvantaggs and strengths.,qf a
selected disadvantaged stUdent.
,
Wel
Gemmill, P. Diagnostic assessment of disadvantaged v6Cational learners.College Park, Maryland:. University ofvMaryland, Department of
Industrial Education, 1979.
.This booklet is one of a series designed to assist vocational educa-
tors with disadvantaged learners. The seriet,was designed tO develop
competencies needed by vocational teachers working with disadvantaged
learners. This specific booklet is a learning activity packagewhich describes the types, assumptions, benefits and cautions ofdiagnostic tests, describes the role of the vocational teacher in'
administering vocational tests,and assists the collection of ,
diagnostic information about die disadvantaged learner.
96Ill
t
Grisafe, d.P. Vocational assessment,handbook. Los Angeles, California:
.Office,of Riverside county Superintendent of Schools, 1983.
The informatiop provided within this document fS intended to give an
introduction to the use of vocational assessment instruments and an
overView of a number of vocational assessment instruments. The document -)
is intended to give the user a quick reference to many of the popular
assessment instruments in usg.. Additionally, information-is provided
on instrument venders with the corresponding assessments they supply.
IoW'a Department of Public Instructe7 Vocational avessment systems:'Application in programs serving special needs populations. Des Moines,
Iowa: Iowa Department-of Public Instruction, 1973.
In 1973, The Iowa Department of Public Instruction sponsored aworkshop which addressed issues surrounding the use 6f vocational -
, assessment systems in programs whith serve special needs popula--
tions. The document contains summaries of presentations which
cover not only general topics such as "Vocational AssessMent: What
,Can,Be Gained From It" and "Assessifient Systems in keer DevelopmentPrograms" but also presentations on individual asses§ment tools such
as the Singer Graflex system, the JEVS system, tne TOWEL the Wide'
Range Employment Sample Test, and the.Talent Assessment'Tes.ts:
Johnson, M.T., Ho, C.? Shellberg, K., and Perez Gomez, J.M. Bridges to
employment: Practices for job development, placement, and follow-through of unemployed'youth for vocational eduCation and manpower
training - Book two. Columbus,"Ohio: The National Center for
Research in Vocational Education, The Ohio State University: 1980.;
This manual was designed to accommodate the different levels of
understanding and information needs of local administrators, teachersand counselors in developing guidelines and strategies for working
with the disadvantaged. The manual lists verified-vocational educa-tion acticiities that relate to job development, job placement, and
jot4.'.fdllow-up/follow-through services. The attivities incorporateinforMation on emPloyability skill development, occupations and
,labor market, job search training, st4dent needs assessment? and
student developMent. An annotated Obliography-is also included
for further reading:
Kapes, J.T., and Mastie, M.M. (Eds.) A counselor's' guide to vocational
guidance insIruments, Fells Church, Virginia: The National
Vocational Guidance Association, 1982.,
This gui-de lists forty indlvidual test entries describing suchgeneral information as the target population, the amount of time
to administer it, hoW to score the test and the norm group(s)
op Which sCores Are based. Afte'r the general test description
97
%.
ls given, a brief critical review of the instrument's strengths.
and weaknesses by professional(s) of acknowledged expertise issprovided. .Users will also find a compilation of brief descriptionsof over seyenty tests and inventories and a bibliography of'anumber of the best current reference surces in-the.area_of testingshould readers find themselves with areas of,weakness.which need
strengthening. '4
-14Kaufman, B.b., and Griffin, M. Development and use of assessment instru-
mentation to reduce barrier to employment: Final' report. Madison;
Wisconsin: Wisconsin Department of Public Instruction, 1979.
This report describes a stuay done by the Department of PublicInstruction under a grant with the Governor's Employment and TrainiIlg
Office. The study collected data through questionnaires to employersfor the purpose of obtaining information on the,basic,academic skills,basic life skills and personal and joblrelated behaviors which werenecessary for obta?lIng and matntaining employment. A\dditionally,
data werecollecteLO.a,the degree to which each of the skill areas was
measured in the hiring process. Results of the questionnaires arelisted in several tables to Vie the reader a detail pitture'of theresponses made by employers representing various sectors of the
business community.
Kazanas, H.C. Affective work competencies for vocational education.
Columbus, Ohio: The National Center for Research in VocationalEducation, The Ohio State University,c)978.
This manual discusses a study conducted to determine what affectivecompetencies were believed to be important by members of both the
educational and employment sectors. A synthesis of the resnits was
done, with the study identifying sixty-three unique.affective work
competencies. The study reached several interesting conclusions.Two examples of the study's conclusions are: 1) There was a lack
of continuity between educational institutions and employing organi-zations; consequently, some of the affective work competencies
. identified by educators have been inconsistent with what industrywanted or needed; and.2) The inability of researchers to identifyAi objectively measure affective competencies was found in both
industry and education. This second conclusion of the study
appears to indicate a need for the development of reliable, valid,
and objective measuring instryments. Recommendations and guide-
lines for an affective work competencies inventory are provided.(Abstract)
Mehrens, W.A., and Lehmann, I.J. Standardized tests in education.New York:. Holt, Rinehart and Winston, 1980.
The authors provide information for classroom teachers, counselorsand school administrators on how to select, administer and usestandardized tests correctly. .
98 (-).j .
Nadolsky, J.M. Vocational evaluation in the public schools: Implications
for future'practice. Journal for Vocational Special Needs Education,
1981, 3 (3), 5-9. -
This article discusses the role Of vocation uation in the
public schools. The author points out tha ional evaluation
enables sludents to learn about themselves in relation to the art
of working. The advantages for having a vocational evaluation inthR schools for curriculum design and for establishing future
trainfalloals is outlined.to.
4IA
Peterson; M., and Hill, P. Vocational assessment of students with
special needs: An implementation manual. Commerce, Texas: Occupa-'
tional Curriculum Lab, East Texas State.University, 1982.
This manual is designed to be used as a resource by professionalswhen developing and implementing a vocatiOnal assessment program.A description of the three levels of assessment is'included as amodel for organizing a vocational assessment process. Information
about various iiie.ssment instruments'and their use is also described.
The manual can be helpful to administrators, teachers, counselors and
assessdrs.
Ow'
Peterson, M., and Housley, P. Entry skills needed for special needs
students ih vocational programs. The Vocational Guidance Quarterly,
1982, 31 (2), 149-153.
The article describes a process for gathering information on neededentry level skills for vocational programs and the teaching styles
of the vo5ational instructors. A training antalsis form.is included
to 'illustrate a formatfor collecting the information. Once the
skills and teaching styles are identified, the authors suggest how
the information can be used by professionals when working with
special needs students. One area where the information can be
incorporated is in the vocational assessment procqv.- The authors
state that vocational assessment specialists can Atermine specific
information that is needed concerning a student. 'A more accurate
vocational assessment can be provided by selecting the assessmentte(hniques which will yield the necessary information.
Phelps, L.A., Instructional develOment for special needs learners:
An inservice resource guide. Urbana-Champaign, Illinois: University
of Illinois, Department of Votational and Technical Education, 1977,
The resource guide contains information on how to develop a learner
analysis profile. The skills Are divided-into several categoriescovering luantitative/numerical skills, verbal skills, cognitive
skills, perseptual skills, language skills, psychombtor/physical
skills and'social skills. A form has been designed to Allow an
individual to indicate a studerit's streng'ths and needs with space
provided to document the behaviors observed.
99 1
Posey, V. Arizona.model tor vocational assessment: A procedural`guide.
lucson, Arizona: Aniversity of Arizona, !College of Education, 1982.. .
This procedural guide presents a technique for organizing information
about an individual for thwm6Ose of vocational/career planning.It can be used as a basis r a system of data collection and
reporting. The focus of the guide js on vocational assessment,providing methods to assist people make decis.ions concerning jobs and
careers. The guide is divided into several sections. Examples of
the areas covered are stob awareness, work habits, skills and
abilities, interests and daily living habits. Information is also
provided on selected vocational assessmentoinstruments nd techniques.
Priestley,.M. Performance assessment in education and training: Alternative
techniques. Englewood Cliffs, New Jersey: Educational Technology
Public4tions, 1982.4b
The author covers several aspects of the assessment process. Such
topics as designing an assessment program, types of assessmenttechniques and program requirements are discussed. Specific thapter
contents include test,design, simulations, observational assegsment
and paper-and-pencil assessment. The book provides an overiiew ofassessment and offer<the reSder a description of various techniques
which can be'used. k4
Schilit, H., and Lacey,:R. The brivate sector youth connection, Volume 1:
School to work, a planning manual for educators and business people.
New York City: Vocational Foundation, Inc., 1982.,
This manual provides information on models which were effective in
preparing youth for employment through cooperative effortseducation and business. Programs were selected for innovativeelements and for organizing and funding strategies that could proveinstructive to others interested in planning.public-private initiativesfor education. ,The 55 programs profiled were highly rated by schooladministrators, teachers, students and employe'rs.
Selz, N.,. Jones, J.S., and Ashley, W.L. Functional competencies for
idaPting_to the world of work. 'Columbus, Ohio: The National Center
for Research in Vocational Education, The Ohio State University, 1980.
This study was conducted to intestigate Nhere competencies involvedin obtaining, keeping, and changing jobs (occupational adaptability),
apd in performing basic consumer activities such as buying, selling,saving money, or managing personal income should be taught. The
premise of the study was to find out if teaching such competencies,was the responsibility of the home, the school or the work place,The objectives of the study were designed to establish' S baselineset of data that could: 1) contribute to a better.understanding ofthe roles and responsibilities-of schools, aS well as those of the
100
home and work place, in preparing individuals to be occupationally
, adaptable; and 2) provide guidance and direction in planning and .
developing educational curricula and programs intended to teachthose competencies Reeded for the world of work.
Semmel, D.S., and Goh, S.R. Seng the special needs pupil in voca-.
tional education: Mainstreaming and program planning. -Santa
Barbara, California:,University of talifornia.and Bloomington,
Indiana: Indiana Udiversity, 1982.
Chpter Three of the manual provides readers with a comprehenSivechecklist for evaluating a student's jdit-relevant characteristics.Aaitionally, an assessment 'reference guide has been Included with
a chart that lists available asSessment instruments to obtain data
on a student in such areas as vocational tnterest, aptitude, voca-
tional readiness, and vocational
Taggert, R. A fisherman's guide: An assessment of tuining.and remedia-
- tion strategies. Kalamazdb, 'Michigan: The W.E. Upjohn Institute for
EmployMent Research, 1981.
This manual is an extensive study and review of training and.remedia-tion strategles in the CETA system. The focus is on the need.to
reorient the ends and means of CETA through-gradual realignMent anddevelopment of new training activities and guidelines. A section of
this,study geals with assessment based on Taggert's conclusidn that.uniform, federally mandated competency assessment systeMs should beadapted to measure academic and vocational skill acquisition, toorganize individualized, self-paced 'instruction, to judge theeffectiveness of training institutions, and to certify comPetencies
attained.
U.S. Departm6nt of Labor. Intake and assessment: CETA program models-:
,Washington, D.C.:, Employment and Training Administration; 1978.
The monograph is a summation of information on intake and assess-
-, ment especially as it pertains to employment and trainirig organiza-
tions. A literature review is provided relative to the assessment:techniques available for use by employment and training programs.Readers are made aware of methods and models that may be employed
to rftvise or develop intake and asSessment activities, facilitateenrollee success and offer other program benefitslOot customarilyassociated with employment and training program components.
s
.106101
West Virgioia VOcational 1Curriculum LaboratOry. CompetenCy based educa-
tion curriculum for COMMIT competencies. Ripley, West Virginia:
The,Vocational Curritulum LaboraAory,,A981.
The curriculum outlined in the manual was developed from competenciesidentified through research as'common in vocational education. The
material can be incorporated into existing vocational curriculums,used as an independent class, used as part of an instructional mediacenter or used to fill in time gaps in the occupational laboratory.Examples of the units detailed in the manual are basic math skills,basit communication skills, occupational awareness, employmentuocess skills and interpersonal skills.
Western Wisconsin Technical Institute. Guidelines for program planningat Western Wisconsin Technical Institute. LaCrosse, Wisconsin:Western kisconsin Technical Institute, 1980.
This handbook was designed to assist counselors, advisors, instructors
- and students in obtaining practical information pertaining toperformance and skill reqUisites for over 50 vocational and technical
programs at Western Wtsconsin Technical Ihstitute. Entry level No,
performance guidelines were specified in the cognitive, affectIveand psychomotor domains with descriptions of how this applie5 to
course work. The andbook provides a means for more appropriatecareer counseling, realistic academic advising, and the opportunity
to offer supportiv assistance to Students with special needs.
Winkfield, P.WRecruitme
out-of-scOhip: The
The Ohio S
, $tork-Whiison, K., and Ripple, G. Bridges to employmenAwtand counseling racticeS for disadvanta ed, unem lo ed,104
puth in7vocational programs - Book one. Columbus,
National Center for Research in Vocational Education,ate University, 1980..
Chapter.III o this manual deals with the assessment of disadvantaged,
unemp -d, o t-of-school youth. One section answers such questions
what i e in a basic skills assessment, what type of tests areused, and when this assessment usually occurs in the service deliverysystem. 'Another section deals with the same.series of questions, how-ever its focus is on vocational aptitude and interest assessment.
-Zytowski,,D.G. Assessment in the counseling process for the 1980s.Measurement and Evaluation in Guidance, 15 (4), 45-2:1.
This article traces the hi'storical relationship between counseling
and testing. Such issues as the decline in the use of predictive_validity, deformalization of assessment, the impact of the computer,new attention to testing ethics and developments in.test interpreta-
tion are raised. The article concludes that assessment in itsevolved form continues to be viable iA counseling.
102 (KY
Section Five."
.I,
Appqndices,
1711
vr
1
.,
i
r
t
t
w.
tior.
4
LOCAL MANAGEMNT FORUMLake Michigan District ,
Melinda WaggonerCoordinator
(..,,peraoe FAIKanunsl Se lege Agency *1
( ooperanve I...octal Senke Agency .9Conant Rehaintwanun Workshoptheflon Ol Communal Servo",Dr.... ol EMPa0Y.M and Tr atmng Ser. (eltanners Urnon ( ETA Program,
Lateen bay Publk SchntO,
frab Serene WnaansmMenominee Ind,an Trawl ol WSON
Ludwig PetersenSecretary/Treasurer/Fiscal AgentCFSA #3COrner of Lake and Main StreetsGillette, Wisconsin 54142
855-2114
Edwin OldsCESA #91927 Main StreetGreen Bay, Wisconsin 54301
497-3755
Divison of COmmunity ServicelEastern Regional Offlce t\
P. 0. Box 3730Green Bay, Wisconsin 54303
497-4421
Jules Bader
David Burke, John BirderElaine GridleyCUrative Workshop2900 Curry LaneP. O. Box 8027Green Bay, Wisconsin 54308
468-1161
Jon Angell, Bonnie'SpencerDILHR/Div. of Employ. & Training
ServicesLake Michielan District
529 South Jefferson StreetGreen Bay, Wisconsin 54301
497-4186 497-6061
Ed WbychikFarmers Union CETA Programs1151/2 West Spring Street
Chippewa Falls, Wisconsin 54729
(715) 723-6463
APPendix A
1545 Sixth StreetGreen Bay, Wisconsin 54304
Phone: (414) 499-7428
te North (...pural Terbmcal Inumne
Northeast Wow/um Community Action ProsesmNiiethessi Wtsedmiri Skilled Trades Impeosenkerd Program
mow.. Wnonsm Tethnorat Immure(Noma Sch.oi DeWitt
Ortatia Tnbc CETA Pnwamsaaakbodse Munwt Tnbal (LTA Proparn
Unwed Way of brown County
Woonsfn Pirreaft Setrof 11111MInve% Program
FORUM MEMBERS(Effective January, 1983)
Henry CapetilloFarmers Union CETA Programs
1545 Sixth StreetGreen Bay, Wisconsin 51304
497-7428
Duane Schultz, Bill FranksGovernor's Employ. & Training OfficeP:'0. Box 7972 '
Madison, Wisconsin 53707
(608) 266-5370
William McIntyre, Jerry Whitehouse,
Sue Todey, Joanne Kleist-Vice ChArperson
Green BaN' Area Schools
Administrative Offices200 South BroadwayP. O. Box 1387Green Bay, Wisconsin 54305
497-4325 497-3986
497-3984 497-6214
Don HuntleyJob Service WisconsinP. O. Box 1388Green Bay, Wisconsin 54305
497-4125
Jdrry MaloneyLabor Manageme t CouncilGreen Bay Ed tion Association
1966 August treet
Green Bay, Wisconsin 54302468-4332
Dr2Russ PaulsenNorth Central Technical Institute
1000 SchofieldWausau, Wisconsin 54401
(715) 675-3331
103 Ili
Jack Paasch, John Mbes 0
Nor east Wisoonsin Community Actionams, Inc.
1201 Main Street, Wisconsin 54153
834 621
PatNor
272
GT
498
171
Coo834
Gilson, Dave Wouters
east Wisconsin Tec
nstitute .
West Mason StreetBay, Wisconsin 54303
5617 498-5613
Sommer, Larry Elliot
to School DistrictSuperior Aveto, Wisconsin 54153
5585
Jan Kaster, Cindi CopeNO eastern Wisconsin Skilled -
des Improvement Program100 South Fisk Street
Bay, Wisconsin 54304
-499 0075
Tri Forum Participants(Next Three)
Wil iam Knuth, Tribal Forum Rep.
J.. Delabreaue Indian Tribe of Wisconsin
CET Manpower OfficesP. I. Box 397Kes ena, Wisconsin .54135(71 ) 799-3875
Do 1 Miller, CETA Program_DirectorS -brige-Munsee Tribal Center
Bow er, Wisconsin 54116
(71, ) 793-4111
104
Ron Kelly, Acting Director
Jim WhiteOneida Tribe CETA ProgramsP. 0. Box 365Oneida, Wisconsin 54155
869-2752
Gordon BurrShawano County Courthouse.311 North Main StreetShawano, Wisconsin 54116
(715) 526-5994
,Paul Maxwellbnited Way of Brown County
123 Webster AvenueGreen'Bay, Ksconsin 54301
02-3393
Elizabeth Evans GetzelVbcational Studies Center1025 West Johnson StreetMadison, Wisconsin 53706
A.
Les OlsonWI Private Sector Initiatives Program
,
30 West Mifflin St. Room 210Madison, Wisconsin 53707
(800) 362-5874
Ron HayesWI Private Sector Initiatives Program
Inc.
400 South Washington StreetP. O. Box 969Green Bay, Wisconsin 54305
432-8164 834-2701(0conto)
The Green Bay AreaLOCAL MANAGEMENT FORUM
BY-LAws.
NAME; Local Aanagement Forum
ADDRESS: 1'537 University AvenueGreen Bay, Wisconsin '54302
EX OFFICIO: Governor's Employment and Training Office
FORUM MEMBERS: The institutional membership of the Local ManagementForum for Northeastern Wisconsin are:
Cooperative Educational-Service Agency, No. 3,Gillett; Farmers Union CETA Programs, Green Bay;Lake Michigan District of the Division ofEmployment add Training,Services, Green Bay;Green Bay Public School System; Tribal Forum;/Northeast Wisconsin Technical Institute, GreenBay; Northeast Wisconsin Community Action Program.;Cooperative Educational Service Agerycy, No. 9,Green Bay; Job Service, Green Bay; and theWisconsin Private Sector Initiatives Program, Inc.,Madison.
0
PURPOSE: The Local Management Forum is a multi-planning andservice agency in Northeastern Wisconsin. The .
Forum will improve the planning and servide deliverysystem among agenCies in Shawano, Menominee, Brown,and Oconto Counties to better meet the needs ofdisadvantaged youth, ages 14-21.
BOARD OF LO6AL The Local Management Forum agenCies shall each haveMANAGEMENT FORUM: one voting member on the forum, appointed by the
participating member organization as a represent-ative.
ALTERNATES: Each voting member of the Forum may have an alternate(appointed by the parent agency to substitute for theregular member.
OFFICERS: The officers of the Local Management Fordm shallconsist of:
ELECTION OFCTFICERS:
ChairpersonVice-ChairpersonSecretary/Treasurer/Fiscal Agent
The officers are lo be elected for the duration of thegrant by the active members present at a regularlyscheduled meeting, prOperly noticed.
105113
., 'Local Management Forum.BY-Laws
NOTICE OFMEETINGS:
MEETING PLACEAND TIME:
VOTING:
Ar
DIRECTOR:
LMF LOCATION:
ATTENDANCE ATMEETINGS:
.,
QUORUM:
RULES OF ORpER:
The Local Management Forum shall have regularlyscheduled monthly meeting at a time and placeagreed upon-by the membership.: At least 24 hour .
notice shall be given by letter or telephone to allmembers for convening a special meeting.
The Local Management Forum Director will be chargedwith the responsibility of noticing all meetings.
Special meetings may be called with the consentof the Chairperson.
,
The Local Management Forum will meet in spaceprovided yby the Green Bay Public School Systemor ih aq other space decided by the..ForumChairperson and Director. The time of the regularmeeting shall be established by the medbership.Special meeting time shall be determined by theChairperson and Director.
Each member agency of the Local Management Forumshall have one vote: The.Chairperson cannotrefuse to vote. The Director of the Local ManagementForum shall not be a,voting member of the board.The Governor's Employment and Training Officerepresentative shall not have voting privileges.
. ,
The Local Management Forum Director shall beappointed to the position by the Local Manag&-ment Forum at either a regul,ar or special meeting,called by the Chairperson, according to policy.
The Local Management Forum Director shall haveoffices at 1537 Uniyersity Avenue, Green Bay,unless the Forum should determine otherwise,
Each participating agency is encoyraged to havetheir voting Forum member or alternate(s) ateach regularly scheduled meeting of the Forum.Failure to be present without prior notice tothe Chairperson or Director for more than twoconsective meetings will-cause the voting meMber tosubmit his/her resignation and another institutionalrepresentative be appointed.
t
Is 50% of the Forum membership plus one.
The Local Management. Forum will use Robert'sRules of Order to operate its meetings.
,
ow
106 ll i
" Appendix B
Ashland/Superior Local Management FOrum Members
(Effective January, 1982)
Ernegt KorpelaCESA #1 AdMinistrator303 13th Avenue EastAshland, WI 54806
(715) 682-2316
Joseph ZoellerDistrict AdMinistratorAshland School District1000 Ellis AvenueAshland, WU 54806
(715) 682,8134
Cydthia PluteauExecutive DirectorNorthwest CEP100 Second/StreetAshland,-G1I 54806
(715) 682-9141
Michael VerichDistrict AdministratorSuperior Sdhool District
823 Belknap Street'Superior, WI 54880
(715) 394-0600
Daniel WagnerDistrict DirectorWiSconsin Indianhead Technical Institute
P.O. Box BShell Lake, WI 54871
(715) 468-2815
George BablickExecutive DirectorNorthwest CSA1106 TOwer AvenueSuperior, WI 54880
(715) 392-5127 7
j
Member(s) at Large(superintendents from other area schools - yet to be appointed).
PLAMNING COMMIrEtt
DonLd Kolek, Chairman, Ashland High School
George Pratt,,WITILouis Thompson, Superior.High SchoolSteve Terry, NW-CEPWarren Dickerell, NW-CSAMember at Large from other area school(s)
a"
ASSESSMENT TASK P6RCE
Ashland High School CounselorsSuperior High,School CounselorsWITI -Career Assistance'Tenter, AshlandWITI -Career Assistance Center, SuperiorNW-CEP-Assessment Counselor
115107.
NAME
NORTHWEST CVP*AREALOCAL MANAGEMENT FORUMOPERATING GUIDELINES
Northwest CEP, Area Locif"ManageMent Forum (LMF)
FORUM MEMBERS: MeMbership is intended to represent the major youth education,
employment and training service providers in the NorthweAt CEP
LMF area and includes at a minhmum:
Ashland,Sdhool District
Superior, School-District
Wisconsin'Indianhead TeChnical Institute
Northwest CEP Prime Sponsor'.
Northwest WisconSin CSA
CESA #1
At large meMbers (representatives,from other,area schools)
The LMF meMbership,may be expanded byjjagreerent of the membership.
PURPOSE: TO improve the effectiveness and quality of,education and employ-
ment programs for young people (14-21),'with Special emphasis on
at-risk youth, through joint-planning, coordination and collabo-
.. ration among the participating agencies.
ATTENDANCE AiMEETINGS: ,
Each participating AGENpY is expected to be represented at each
Achedulea meeting of the'LMF by its Administrator or Director or
their designee. It is expected that the actual LMF will consist
of the administrators and directors of the agencies identified
under FORUM MEMBERS This groUp will meet on ah as needed basis
to review committee reports and make.formal decisions. Other
statf of the agencies will meet apitask'forces or committees to
gather and analyze inopmation afid make recommendations.
OFFICERS:
ELECTIONOF OFFICERS.
The officers of the L'Oreal Management Fbrum shall oonsist of:
ChairpersonVice-ChairpersonSecretary
The officers are to bepresent at a regularlyafter July 1st.
elected annually by the active membersscheduled meeting, properlY noticed
108
NOTICE OFMEETINGS:
IP
The LMF shall meet regularly as needed. At least one week noticc
shall be given by ytter or telephone to all meMbers tor oonvening
meetings.
Committee Leaders will be responsible tor sending notices of all
meetings.
MEETING PLACEAND TIME: The LMF may meet in any space or time agreed to by the membership.
VOTING: Each member AGENdi.of the LMF shall have one vote.
!
.#
QUORUM: Quorum is 50% of the LMF AGENCY membership plus one.
GOAL: To Establish a recognized, on-gOing tordn tor the LMF Tnember
agencies to discuss issues, identify common problems and to work
boward resolutions by affecting joint planning, coordination,
collaboration and resource allocation decisions as they relate
fo providing edUcation, employment and training services to
youth (16-21) id the Nbrthwest CEP Area.
OBJECTIVE: To achieve the PURPOSE and to reach,the 00AL, the IMF will
institute (thilmOimeeting minutes) agency-wide information
sharing, analysis and planning process to identify serv- gaps,
unnecessary duplication and'areas needing improvement
refineinent in the education and employment and trainin ystem
for youth.,
In order to accomplish this.OBJECTIVE the LMF will undertake
the following activities: r
-Identify the total target population within the area
-Identify and analyze the types of services and quality
of services available by LMF agency and the target groups
served
-Determine the resources available by LME agency, the
sources of those resources, restrictions on the use Of
identified resoUrces, flexibility in the use of identified
resources and timelines tor receipt of and allocation of
those identified resources
-Identify and describe in detail how resource allocation
decisions are made within each LMF agency ,
-Develop options for or procedures for developing a formal
joipt-planning process that capitalizes on increased know-
ledge of the decision-making process of each LMF agency
1.1.7109
TASK FORCES/
COMILITalS
TASK FORCE/CCM-
Nina& MEMBERS:
OOMMItruLEADERS:
.RESPONSIBILITIES
OF COM-lathLEADERS:
Planning Task Force: Responsible for gathering and analyzing
information for,the purpose of developing, and recommending to
the LMF, short- and long-term plans for adhieving the OBJECTIVES.
Specifically, plans are to be developed for'(1) LMF participation
in the Wisconsin Youth-Initiative Basic Skills and Assessment
Challenge Grants (2) INF respon§e(§) to the Request for Pro-
rsals for the Governor's Special Grants from the Governor's
Emp oyment and Training Office (3) Ow-going I.MF efforts to
addr . the PURPOSE, GOAL AND OBJECTIVE.
Assessment Thsk Fbrce: Responsible for working closely with all
Ilemember,agencies to:
-Igentify the techniques used by LMF member agencies to
assess (1) youth needs for services (2) their progress
or achievement while being served, and (3) tbeir status
upon completion of services 4
-7Seek to.gain agreement among LMIF members on the purPose
and function of an assessment process
-Identify common areas for improvement of the assessment
process
-Rao/mend options'to the LMF for.gaining acceptance of,
and agreement to implement, an assessment process which
minhnizes duplication, maximizes effectiveness and improves
youth access to-appropriate service§ within the resource
limitaticms of the LMFmarber wgencies
4f
Advisory Committee for Alternative Education IlOgrams for
"At-Risk" and Out-of-School Youth in Ashland and Superior: This
projecfadvisory committee will contribute tb the knowledge of
the.LMF, by means of input.to the planning committee, regarding
innovative approadhes to serving high risk yoith.
Committee meMbers will wive on a Vidunteer basis.
Members of each committee shall select one member to act as
Oommittee Leader. Committee Leadership may change at any time
by agnaanent of a majority of the committee members.
EactIncumittee Leader win be responsible for: convening meetings
as necessary;Acontacting oommittOb members at least 24 hours in
advance, by telephbne or letter, of the'time, location and agenda
of committee meetings; representing the committee at regular LMF
meetings; maintaining open communication with othef,committee
leaders and the other members of the LMF.
NWCEPLOCAL MANAGEMENT FORUM
a
a*
Ernie Korpela, C1SA #1 Coordinator .
Joseph D3eller, Ashland Superintendent
Cynthia Pluteau, NWCEPGeorge Bablick, NWCSADaniel Wagner, WIT1 DirctorMichael Verich, Superior Superintendent
Member at Large (Superintendent from CESA #1 school)
WYI SUPERIOR/ASHIAND/WITI ALTERNATIVE ED.
PROTECT
Joseph Rogina
Bert Beglinger
Pete Granstroman LippittJim RammingerTbm JohanikClarence KarowWilliam C. RoweWilnam H. ArbuckleDon JohnsonHUlbert Smith
Robert TrubaRose CahillBill WoodwardRichard ParishDon Marcouiller
PLANNING 03111tn;RE
Donald Kolek,'ChairmanGeorge PrattLouis ThompSori,
Steve TerryWarren DickerellMembers at Large (from other area
schools)
r
ASSESSMENT TASK FORCE
Ashland High Scbool Counselors
Superior High School Couriselors
WITI-Career Assistance Center, Ashland
WITI-Career Assistance Center, Superior
NWCFP - Assessment CounAelor
12 o
Appendix C
RACINE AREA LOCAL MANN:EMT FORUM - Melibership List
(Effective'January, 1982),
1. Mr. Keith StoehrDistrict DirectorAdministrative Office
Gateway Technical Institute3520 30th AvenueKenosha, WI 53141
(414) 656-6917
Alternate
5. Mr. Ricardo EnriquezExecutive DirectorSpanish Centers, Inc.
- 720 17th StreetRacine, WI 53404(414) 637-7931
Alternate: Mr. John HampleMr.:trim Pierce, Director Funding CoordinatorCommunity Services - Spantsh Centers, Inc.Gateway Technical Institute 720 17th Street .
3520 30th Avenue Racine, WI 53403
Kenosha, WI- 53141 (414) 637-7931
(414) 656-6960
2. Mr. William Matelski, DirectorProgram OperationsPrivate Industry Council1648 Washington AvenueRacine, WI 53503(414) 6323102
Altekate: M. Jo Ann SchliesmannCorporate Secretary-TreasurerPrivate Industry Council1648 Washington AvenueRacine, WI 535034414) 632-3102
3. Mr. George Moore, Director
TRICO-CETACA
800 Center Street, Room 216City Hall,AnnexRacine, WI 53403
(414).636-3655
Alternate: Ms. Sandra LindnerDiredtor of PlanningTRICO-CETAC800 Center Street, Room 216City Hall AnnexRacine, WI 53403
(414) 636-3804
4. Mr. Earl I. Nelson, DirectorStandards ProgramRacine Unified School District2220 Northwestern AvenueRacine, WI 53404
(414) 631-7068
Alternate: Mr. Albert PittsLVECRacine Unified School District2220 Northwestern Avenue
Racine, WI 53404
(414) 631-7089
6. Mr. Daniel JohnsohExecutive DirectorRacine County Planning Council;818 Sixth StreetRacine, WI 53403 ,
(414) 637-9737
Alternate: Ms. Helen UnderwoodAssociate DirectorRacine County Planning Council818 Sixth StreetUcine, WI 53403
(414) 637-9737
7. Dr. M. Sathya Babu.' Associate Director
Urban League of Racine718 North Memorial DriveRacine, WI 53404(414) 637-8532
Alternate: Executive DirectorUrban, Leag0 of Racine718 Norlmemorial Drive,Racine gr 53404(414) -8532
Mr. Aaymon Mathews
8. Mr. -Ira Cutlet.
Director HUman Service Department425 Main StreetRacine, WI 53403
. (414) 06-3671
Alternate: Ms. Sara WernerDivision ManagerProgram Planning and EvaluationRacine County Human Service Dept.425 Main Street
Racine, WI 53404 11
(414) 636-3602
9. Dawn Fisk Thomsen,
.Director YWCA
Representing Conference of Agency Executive740 College AvenueRacine, WI .53401(414_633-354,.
(No Alternate) / Ar
10. Wifliam Weyland
DirectorsRacine Area Onited Way818 Sixth StreetRacine, WI 53403(414) 632-5186
(No Altehate)
114
1 2,2,
RACINE AREA
LOCAL MANAGEMENT FORUMBY-LAWS
NAME: Racine Area Local Management Forum (LMF)
JURISDICTION: .An area designated as Eastern Racine County
- FORUM MEMBERS: Membership is intended to represent the major youth education,
6'10/1°
emplo-yment and training service providers in the LMF jurisdic=
tion and includes at a minimum:
Racine County Planning Council"
EXPANSION OFMEMBERSHIP:
PURPOSE:
Racine Unified School District'
TRICO-CETAC Policy Board
Private Industry Council of Southeastern Wisconsin, Ihc.
Gateway Technical Institute
Racine Area United Way
Racine County Human Services Department,
Urban League of Racine and Kenosha, Inc.
Spanish Centers of Racine, Kenosha and Wallorth, Inc.'
Conference of Agency Executives
The LMF membership may be expanded by a majority vote of the
membership.
To improve the effectiveness and quality of education andemployment programs for yoling people (14-21), with specialemphasis on at-risk youth, in the Eastern Racine County area .
!rough -joint-planning and coordination among the participatingencies.
.123115 . I
OFFICERS: The officers of the LMF shall Iconsist of:
ELECTION OFOFFICERS:
NOTICE OPMEETINGS:
MEETING PLACEAND TIME:
-Chain-Vice:Chair
The officers are to be elected for a period of one year by amajority of theactive members present at a regularly schedyledmeeting, properly noticed.
The LMF shall meet regularly as needed. At least 24 hours noticeshall be given by letter or telephone to all members for convening
special meetings.
The Chair will be charged with the responsibility of noticing6
all regular and special meetings.
Special meetings and meetings of Committee Leadek may be calledwith the consent of the Chair.
The LMF may meet in space provided by the Racine County PlanningCouncil or in any other space agreed to by the membership. The
time of the regUlar meeting shall be established by the membership.Special meeting ttmes shall be determined by the Chair.
VOTING: Each member AGENCY of the LMF shall have one vote.
ATTENDANCE ATMEETINGS: Each participating AGENCY is expected to be represented at each
regularly scheduled meeting of the LMF by its Administrator or
Director or their designee. Failure of ANY, agency to be present
without prior notice to the Chair for more than tWo consecutivemeetings will cause the Chair to request the agency to submitanother agency representative to be appointed.
4.QUORUM: Quorum is 50% of the LMF AGENCY membership plus one.
mr,
RULES OF ORDER: The LMF will use Robert's Rules of Order to operate its meetings.
GOAL: To effect coordination And resource allocation deciflons of LMFmember agencies as they relate to providing education, employmentand training services to youth (14-21) in Eastern Racine County.
OBJECTIVE: To achieve the PURPOSE and to reach the GOAL, the LMF willinstitute a step-by-step agencywide.information sharing,analysis.and planning process to identify service gaps,redundancies and areas needing improvement or refinement inthe JURISDICTION's education, employment and training system
for youth.
116
STANDING
COMMITTEES:
In order to accomplish this OBJECTIVE the LMF will undertake thefollowing activities:
-Identify the total target population within theJURISDICTION
-Identify and analyze the types of services and quality ofservices available by LMF agencies and the target groupsserved
-Determine the resources available by LMF agencies, thesources of those resources, restrictions on the use ofidentified resources, flexibtlity in the use of identified.
, resources and timelines for receipt of and allocation ofthose identified resoUroes
-Identify and ,describein detail how resource allocationdecisions are made within each LMF agency
-Develop options for or procedures for developing a formaljoint-planning process that capitalizes on increased knOwl-edge of the decision-making process of each LMF agency
Planning. Committee Responsible for gathering and analyzinginformation for the purpbse of developing, and recommendingto the LMF, short- and long-term plans for achieving theOBJECTIVES.
Assessment Committee Responsible for working closely with allLMF member agenOes to:
-Identify the techniques used,by LMF member agencies toassess (1) youth needs for services (2) their progress orachievement while being served, and (3) their status uponcompletion of services
- Seek to gain agreement among LMF members on the purposeand function of an assessment process
- Identify common areas for improvement bf the assessmentprocess
- Recommend options to the LMF for gaining acceptance of,and agreement to implement, an assessment process whichminimizes duplication, maximizes effectiveness and improvesyouth access to appropriate services within the resourcelimitations of the LMF member agencies.
.0117
5
APPOINTMENT OFCOMMITTtE MEMBERS: Committee members will be appointed on a volunteer basis. If
the Chair determines that a cothmittee requires additionalmemberhsip, he/she may appoint additional members.
ELECTION OFCOMMITTEE LEADERS: Members of each committee shall select one member to act as
Committee Leader. Committee Leadership may change atiany time
by agreement of a majority of the committee members. The Chair
must be notified of the selection or change.of a CommitteeLeader within one week of such action.
RESPONSIBILITIES OPCOMMITTEE LEADERS: Each Committee Leader mill be responsible for: convening
meetingi as necessary; contacting committee members At least'24hours in advance, by telephone or letter, of the time-, location
and agenda of committee meetings; representing the committee atregular LMF meetings; maintaining open communication with other
committee leaders and the Chair.
t AMENDING BY-LAWS: Ltdo By-Laws may be amended by a vote of 2/3 of the membership.A
0459B
*118
Appendix D
DESCRIPTIONS OF SELECTED VOCATIONAL ASSESSMENT INSTRUMENTS
The vocational assessment instruments described in Appendix D are
but a sample of those available in the field. The descriptibns included
with each ;instrument on the list will ,give the reader additional.back-
ground information on some of the vocational assasment instruments
mentioned in Section Three.
The descriptions of the instruments are a starting point for
determining whether an instrument is appropriate for a particular
assessment need. The reader is encouraged to do further investigation
about an instrument to determine the following.:
1. Is it appropriate for the target population being
evaluated? What are the norm grodps for the instrument? ,
2:j Will the instrument assess for skills which relate to
the available training prog.rams in the service delivery
system? .
3. Will theinstrument require a trained assessor to
administer it?
4. What is the cost for purchasing the instrument? How
much time will it take to administer the instrument?
How readily available are the,resillts?
5. How does the instrument fit into the*overall plan
for assessing the target population? Does it provide
'information not already being obtainki by other
assessment techniques?
The format and.descriptions of the-instruments which follow were
developed by John P. Grisafe in the publication Vocational Assessment
Handbook. The author defines,the terms used in the instrument reviews
to assist the reader in understanding the information being provided.
1.27
119
DEFINITIONS OF TERMS:
TITLE - is the name and acronym for the assessment.
COPYRIGHT - is the latest copyright date.
VENDER - is the publisher or source from which the instrument can
be obtaided.
TYPE/USE OF INSTRUMENT - is the intended use or purpose of the instrument.This information is generally taken from the instructor'g manual.
TARGET POPULATION is a description of the clients the instrument is
designed to assess. In most cdses, this is obtained from the instrument's
manual
-INSTRUMENT FORMAT is a description of the activities required of the
assessee during the use of the instrument.
SCORING - indicates the method(s) of scoring available. Self scor'
means that the person assessed can also score the instrument. H
scoring means the assessment administrator can score the instr t.
Computer scoring means that the instrument can be computer scored
through a scoring service. Observational scoring means that the admin-
istrator's observations of the assessee are important for scoring..
INTERPRETIVE.FORMAT - describes the method by which the results are
organized and presented.
READING LEVEL - is an estiOate of the instrument's general reading
level. The estimate is made by considering both the stated reading levelin the instrument's manual and analyzing the instrument with the RudolfFlesch Method of Evaluating Readability. The reading levels are accurate
to only plus or minus two grade levels, but they do provide an indicationof the general readability of the instrument.
ADMINISTRATIVETIME - is the time it would probably take to adminis-
ter the instrument. This estimate is arrived at by consulting the in-strument's manual, reviewing the literature and through actual administr4-
tion times.
It
From: Grisafe, J.P. Vocational assessment handbook. Los Angeles,
California: Office of Riverside County Superintendent of Schools,
1983.
120
Title:
Copyright:
Vender:
Type/Use of InstAment:
Target Ropulation:
Instruoent Format:
'Scoring:
Interpretive Format:
Reading Level:
Admi.nistrative Time:
BOLT - Basic Occupational Literacy-Test
1973
U.S. Department of Labor
Abilities assessment.,
,Educationally disadvantaged young adults and
adults.
- The instrument has consumabi insert answer
sheets and reusable question ooklets. There are
four different tests each a different degree of'difficulty for Reading Vocabulary, Reading Comp,-
rehension and Arithmetic Computation. There are
three difficult levels of the Arithmetic Reasoning
Test. These assessments are meant to complimentthe NATB or spanish version of the GATB.
Hand or computer.
The results of this instrument are stated inGeneral Educational Development (GED) level's as
defined by the Dictionary of Occupational Titles.Conversion tables are available to give estimatedof grade level equivalents.
Reading levels vary from 1st to llth gradedepending on which level of the test is being .
administered.
Title:
Copyright:
Vender:
Type/Use of Instrument:
Target Population:
Instrument Formats
Testing time is 90 minutes (1-1/2 hours).Administration time is 150 minutes (2-1/2 hours).
Bennett Test of Mechanical Comprehension
1969
The Piychological Corporation
Abilities assessment.
Grades 9 to 12 and adults.
Examiner reads the instructions and times the
test. There are 68 pictured situations with athree choice question pertaining to each picture.
Scoring: Nand_or computer.
1211,29
ft
Interpretive Format:
Reading Levet:
Actpistrative Time:
A raw score and a percentile score are obtaine0.
Tabl'e are given in the manual to match the scoresto several-occupational categories. Also, the /
scores can,be matched for probable success inselected mechanical training programs.
5th grade.
30 minutes testing time.
Title: COPS --Career Occupational Preference System
Copyright: 1975
Vender: EDITS ,
Type/Use of Instrument: Interests assessment.
Target Population:
Instrument Format:
Grades 9 to 16 and adults.-
The student responds to 168 occupational activityquestions by marking to what degree he/she wouldlike doing the activity. A four choice scale oflike very much, like somewhat, dislike somewhatand dislike very much is used. A shorter,-
lower'reading level and easier self'scoringversion is available called Form R. Also, there
is a spanish version called the SPOC.
'Scoring: N Self or hand.
Interpretivet/Format:- Fourteen scales are set on a normed graphrepresenting the foltowing categories; scienceprofessional, science skilled, outdoor, technologyprofessional, technology skilled, consumereconomics, business professional, businessskilled, clerical, communications, arts pro-cfessional, arts skilled, service professional ,
and service skilled. A list of related occupa-tions accompanies each scale.
c
12th grade (Form R - 7th grade).Reading Level:
Administ4tive Time:
...
Title:
Copyright:
30 to 40 minutes.
V`
COPS II Intermediate, Career OccupationalPreference System
1976
1.30122
Vender: EDITS
Type/Use of Instrument: Interests assessment.
Target Population:
Instrument Format:,
Scoring:
Interpretive Format:
Reading Level:
Administrative Time: 4.
Title:
Copyright:
Vender:
Elementary grade students, or higher gradestudents with reading problems.
Student responds to multiple choice questions of
different types. There are pictures to help the
student with the written questions.
Self or hand.
The results give a relative number ranking scorefor each of its fourteen career clusters, which are;science pfrofessional, science skilled, technologyprofessional, technology skilled, consumer,economics, outdoor, business professtonal,business skilled, clerical, communications, artsprofession'ATharts skilled, service professiowal
and service skilled. There is a list of occupa-
tions for each cluster.
6th to 8th grade.
20 to 30 minutes.
CAPS - Career Ability Placement Survey
1976
EDITS
Type/Use of Instrument: Abilities assessment.
Target Population:
Instrument Format:
Scoring:
Interpretive Format:
. Grades 9 to 16 and adults.
Eight five minute timed tests using pictorialsituations or problem questions. The eight
abilities assessed are mechanical reasoning,spatial relations, verbal reasoning, languageusage, numerical ability, word knowledge, per-ceptual speed and accuracy, manual speed and
dexterity. An administration tape is available.
Computer, hand or self.
A normed graph is given matching the studentsabilities to fourteen occupational categoryscales; science professional, science skilled,technology professional, technology skilled,consumer uonomics, outdoor, business pro-fessional, business skilled, clerical,
123 131
Reading Level:
communications, arts professional, arts skilled,service professional and service skilled.There is an occupational list for each of thecategories. Norms are available for eighththrough twelfth grade students.
The queN'ons and direction formats are at the4th grade level. The word knowledge sectionhas vocabular -of various levels includingcollege level vocabulary.
Administrative Time: Each of the eight tests take 5 minutes. Total
Title:
Copyright: 1956
Vender:
Type/Use of Instrument: Abilities assessment.
administration is 50 to 60 minutes.
Crawford Small Parts Dexterity Test
The Psychological Corporation
Target Population: Adt industrial workers.
Instrument Format: A smell board is used to test dexterity. The
kit has small tools, small pins, screws and collarswhich are assembled and placed in holes in aboard during the test. The test criteria is
the time it takes to finish each task series.
Scoring: Hand and observation.
Interpretive Format: The student's performance can be compared toseveral percentile normed groups. The male normed
groups are unselected applicants, war veterans,/technical students and academic students. The
female normed groups are assembly job applicants,factor'y applicants, hourly employees, and employed
assemblers.
Reading Level: . Non-reading.
Administrative Time: 5 to 15 minutes.
Title: D.A.T. - Differential Aptitude Test
Copyri h : 1972
124
1 3A
Vender: .The Psychological Corporation
Type/Use of Instrument: Abilities assessment.
Target Population: Grades 8 to 12.
Instrument Format: Test questions in eight areas: verbal.reasoning,numerical ability', abstract reasoning, clerical,ipeed and accuracy, mechanical reasoning, spacerelations, spelling and language usage. Various
paper and pencil formats are used.
Scoring: Hand and computer. 4%
Interpretive Format: Gives normed percentile report for each ability
area. Additional career planning activitymaterials are available. Norms are available.for males and females grades eight to twelve.
Reading Level: 6th or 7th grade for the question formats,however, some of the questions require muchhigher reading levels for answering the questions..
Administrative Time: 240 minutes (4 hours).
Title: 'GATB - General Aptitude TeSt Battery(NATB - Non-Verbal Aptitude Test Battery isa variance of the GATB)
Copyright: 1979 (revised edition)
Vender: U.S. Department 61 Latior.
Type/Use of Instrument: Abilities assessment.
Target Population:
Instrument Format:
16 years olds to adults.
Twelve tests - eight written tests and fourdexterity tests using pegboards. All tests are
, timed. The complete test must be given in a
group setting of at least three people. Strict
testing protedures must be followed. A Spanish
version is available.
Scoring: Hand or computer.
Interpretive Format: Nine scales are given which can be matched tosixty occupational aptitude patterns. These can
then be related to s'pecific occupations. The
norms are for adults.
125
133
Reading Level: Students must have at least,a 6th grade readinglevel to take the GATB. The NATB isreading variation of the GATB
inistrative Time: 180 minutes (3 hours).
Geist Picture'Interest Inventory
diopYright: 19594
Western Psychological Service
'Typense of Instrument: Interests assessment.
argei Population;. Grades 9 to 12 and adults.
.
nstrultnent Format.:.' Forty-fdur forced choice questions. Threejob activity picture choices are presente'd witheach question. The student selects the picturewhich represents his/her favorite activity ofthe three. A Spanish version is available.
Scoring; Computer or hasid.
Ipterpritive Format:
/
e
The student's responses are plotted on a -
"percentage of total possible" chart. Thereare eleven interest areas: persuasive, clerical,mechanical, dramatic,,musical, scientific, outdoor,lkeracy, computational, artistic and socialservice.
e
Reading Pictorial response choices, but the questions are
Administriative Time: 10 to 25 minutes.
written at about the 7th grade level.
Title:
Copyright':
Vender:
,JEVS - Jewish Employment and,Vocational Service
\Various, new worksamples al continually 'beingdeveloped.
Vocational Researcft Institute, Inc.
Type/Use%of Instrument: Worksample (abilities) and interests assessments.
Target Plipulation:, Adults.
r - )
'r
r 134r , .
rt
r 126
Instrument format:
)scoring:
Interpretive Format:
Reading Level:
Administrative Time:
*Title:
./
There' are worksamplesjor twenty-eight workactivities areas. Eaal-worksample's activities
,are similar to the job tasks of the occupationbeing assessed. The student is questioned aftereach worksample about the degree of enjdythentand intergt he/she experienced while doing theworksample.
Hand and observation.
Comparative ratings in various worker trait
groups are available. The range of results depend
on the number and particular,worksamples usedby the student. The students performance is
evaluated observationally. The student's productis rated on set criteria by the evaluator. Inter-
pFetation'and administration training is required
by the.vender.
Non-reading for some worksatnples', but other work
samples have various levels of readability%
6 to 7 day for a full assessment program.Each worksample requires a different assessmenttime period.
McCarron-Dial System
Copyright: 1975, however different subtestcopyrights.
Vender: McCarr n-Dial Systems
fype/Use of Instrument: Abilit es assessment.
Target Population:
Instrument Format:
Scoring:43'
tl
have different
Disabled individualg, as well as, any individuals
age 16-to adult.
There are Seven subtests which,assess cognitive/spatial/verbal, sensory/motor and behavior/
coping skills. Many of the assessments used arecommon psychological tests, others are motorperformance and observational chealist which areunique to this systein. 'The assessment subtests
require the student to draw, identify picturesrepresenting words, manipulate beads and bolts,balance, jump, walk a line, and identify objects,
by touch. These tests include, the WAIS, PPVT,Bender, MAND, OEI, BRS and HAptic.
HanCi., computer and observational:
135127
.
Interpretive Format:
Reading Level:
Administnative Time:
Title;
Copyright:
A/ender:
IType/Use of 'Instrument:,
Target Population:
Instrument Format:
Scoring:
Interpretive Format:
Reading Level:
The results give the individual's level of potentialoccupational involvement. The student is rated
on the seven subtests for ability to Kork inthe community as opposed to the need-for shelteredemployment. -The student is, also evaluated onhis/her expecteq4percent of minimum wage he/shewill earn, ajObjection of the potential to increasehis/her earnings-in a year, and the probabilityof community employment in two years. If the'
machine scoring service is used a student'sabilities can be evaluated for specific occupa-tions.
Non-reading.
180 to 210 minutes (3 to,3-1/2 hours).
Micro Tower
1978,
ICI) Rehabilitation and Research Center
W:rks,ample eValuations (abilities).
Educable mentally retarded to normal rangeadolescents arid adults.
13 worksamples: want ads comprehensibn, messAetaking, payroll computation, making change, alailsorting, filing, zip coding, record-checking,bottle capping and packaging, lamp assembly;
.electronic connector assembly, blueprint reading,and graphics illustration.. Usually, group.administered, but it can be administered indi-vidually.
Hand and obsl(vational.
Each worksample's results are given a normedrating by quintiles for various occupationalgroups. There s an observation summary sheetto rate the individual on style of working 4ndinteraction...with others. ,Seleeted occupations
are normed for'each Oorksample and if the completeseries is administered there is an overall occupa,tional potential evaluation systekavallable.
,Some subtes4 have technical reading levels,others have no reading.
3 ti
128
1
Mminittrative Time: A full assessment takes 3 to-5 days. Individual
subtest administration times range from 20 minutes
to 2 hours with most taking about 45 minutes.
Title: PAYES - Program for"Assessing Youth EmploymentSkills
Copyright: 1979
Vender:' Educational-Testing Seryice .
Type/Use of InstruMent: Interests and work attitudes assessment.
Target Population: Adolescents and young adults with low reading skills.
Instrument Format: The instrument uses a combination of pictures andrelated questions which are read aloud to theindividual as an assessment format. The recommended
format is a small group administration of abouttwenty per administration.
Scoring: Hand.
Interpretive Format:
Reading Level:
Administrative Time:
The results are presented as a'summation ofweighted scores which can be reviewed to seewhether or not the student falls in a high or low
occupational readiness,range. The areas assessed
are work attitudes, cognitive development inrelation to odctpations and vocational interest.
Non-reading, orally read.
No time limit. The time varies from test groupto test group, but is usually less than 60 minutes.
Title: PIES - Picture Interest and Exploration Survey
Copyright: 1974
Vender: Educational Achievement Corporation
Type/Use of Instrument: Interests assessment.
Target Population: Grades 7 to 16 and adults.
1 n19
Instrument Format: The individual views 156 slides of various jobsituations and marks if he/she would like to dothe work in the picture. A filmstrip viewer and
cassette player are needed. The slides picturethe hands of an individual doing the criteriatasks and not a full body view. This is in an
effort to avoid sex identification of the picturedindividuals.
Scoring: Self or hand.
Interpretive Format: The student is given the related occupationsfrom the activities that he/she selected. Also,
the student is rated on thirteen occupational
clusters.
Reading Level: Non-readijig, pictorial.
Administrative Time: About 30 minutes.
Title: SDS - Self-Directed Search
Copyright: 1970
Vender: Consulting Psychologists Press
Type/Use of Instrument: Interests and abilities assessment.
Target Population: Grades 9 to 16 and adults.
Instrument Format: There are questions of varying styles foroccupational daydreams, activities, competencies,occupational inteeests and self-estimates.
Scori ng: Sel f .
Interpretive Format: Using the John Holland six personality type theory;realistic, investigative, artistic, social, enter-prising and conventional as a format, the instrumentcomes out with a rating score for each personality
type. It matches these types to lists of occupa-tions with similar type factors. There are 500
occupations in 'the job finder booklet. The booklet
classifies the occpations by the personalityfactors required for their enjoymerA.
Reading Level: 8th to 9th grade.
Administrative Time: 60 to 120 minufes (1 to 2 hours).
130 .138.4
Title:
Copyright:
Vender:
TAP - Talent Assessment Program
1979
Talent Assessment, Incorporated
Type/Use of Instrument: Abilities assessment.
Target Population:
Instrument Population:
Scoring:
Interpretive Format:
Reading Level:
Administrative Time:
Title:
Copyright:
Vender:
Grades 7 to 12 and adults.
The individual completes ten activity sub-assessments composed of various work boards and
hands-on puzzles. The ten activities assessthe following skills: structural and mechanicalvisualization, discrimination (3 subtests),dexterity - no tools (2 subtests), fine dexterity -with tools, dexterity with larger tools, visualizingflow-paths, retention of structural and mechanic
detail.
Hand.
The performances of the individual can be comparedto five populations, The five populations are the12th grade persons, junior high schäol persons,mentally retarded persons, alcoholics, and handi-capped persons. The individual's performance canbe compared on a percentile basis for these popula-tions for all the ten assessments.. This informationis presented in a profile formai.
Non-reading
120 to 180 minutes to 3 hours
WRIOT - Wide Range Interest Opinion Test
1970
JASTAK, Inc.
Type/Use of Instrument: Interests assessment.
Target Population:
Instrument F61'mat:
Individuals ages 5 to 54 years old, particularlymentally retarded, emotionally disturbed, highschool dropouts, and illiterate individuals.
450 Pictures are presented in 150 combinations ofthree pictures each. The individual selects thepictured activity he/she most likes and thepictured activity he/she least likes of each triad.
131
Scoring: Hand or computer.
Interpretive Format: The results are graphed on 18 vocational interestareas and 8 'work attitudes. The 18 areas havesupplementary data to relate each area to specificactivities and occupations. The 8 work attitudesare defined os well. There are norms for males
and females from age five to thirty-five and up.
Reading Level: Non-reading, pictorial.
Administrative Time: About 40 minutes.
140
132
VI
THE VOCATIONAL STUDIES CENTERUniversity of Wisconsin-Madison
The Vocational Studies Center at the University of Wisconsin-Madison was reorganized with the support of the Wisconsin Board ofVocational, Technical, and Adult Education within the School ofEducation in 1971. The function of the center is to serve the State ofWisconsin in a unique way by bringing the resources of the Uni-versity to bear on identified problems in the delivery of vocationaland manpower programsvocational eduCation, technical -edUca-tion, adult education, career education and manpower trainingtocitizens of all ages in all communities of the state. The center focusesupon the delivery of services iocluding analyses of need, targetgroups served, institutional organization, instructional and cur-riculum methodology and content, labor market needs, manpowerpolicy, and other appropriate factors. To the extent that these goalsare. enhanced and the foci of the problems widened to encompassregional and national concerns, the center engages in studiesbeyond the boundaries of the state.
Merle E. Strong, DirectorRoger H. Lambert, Associate Director
964 EDUCATIONAL SCIENCES BUILDING 1025 W JOHNSON ST MADISON. WI 53706
a
...*
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